{ "dataset": "education", "description": "Schools, pupil numbers, exam results, attainment data, and educational assessments", "source": "Isle of Man Freedom of Information Disclosure Log", "record_count": 233, "table_count": 2440, "row_count": 29771, "generated": "2026-04-06", "cases": [ { "case_id": 354319, "title": "Minutes of 27th September - Social Policy and Children's subcommittee; topic Children's Champion", "authority": "Cabinet Office", "date_received": "2017-10-03", "outcome": "Some information sent but not all held", "summary": "The request sought minutes from a September 2017 Social Policy and Children's subcommittee meeting regarding the Children's Champion and the Education Bill. The authority released the relevant extract concerning the Children's Champion but confirmed that no information on the Education Bill was held as it was not discussed at that meeting.", "key_facts": [ "The Cabinet Office released an extract of the minutes regarding the Children's Champion Annual Report.", "The Education Bill was not discussed at the meeting on 27 September 2017, so no information was held on that topic.", "Mrs Daphne Caine MHK attended the meeting to present her work and the Annual Report.", "The committee agreed to arrange meetings with departments to address inaccuracies in the report.", "A revised report was scheduled for submission to the November 2017 meeting." ], "data_mentioned": [ "27 September 2017", "3 October 2017", "2017-11-02", "9:30am", "November 2017", "December 2017", "41/17", "46/17", "CAB000009" ], "exemptions_cited": [], "tables": [ { "headers": [ "Agenda Item", "Topic", "Key Details / Actions" ], "rows": [ [ "41/17", "Children's Champion Annual Report", "Mrs D Caine MHK attended at 9:30am. Provided summary of work and links made. Noted numerous topics missing from the first Annual Report." ], [ "41/17", "Committee Agreements", "1. Meetings arranged between Departments and Mrs Caine MHK to address inaccuracies and provide feedback. 2. Revised Report submitted to November 2017 SPCC meeting. 3. Government Response prepared for December 2017 SPCC meeting." ], [ "46/17", "Annual Report of the Isle of Man Children's Champion", "Committee noted needs for: clear evidence base, updated Terms of Reference, early engagement with Departments, engagement during drafting, and a process for Departments to respond to findings." ], [ "46/17", "Tynwald Submission", "Discussed whether Report would be laid before Tynwald; decision rests with the Chief Minister." ], [ "46/17", "Role and Remit Discussion", "Discussed aspects of the remit and role of the Children's Champion." ], [ "46/17", "Committee Agreements", "1. Role defined as independent scrutiny, advocate for child protection (including vulnerable/looked after children), and voice for best interests. 2. Chief Minister to write to Children's Champion for clarification on role and Terms of Reference. 3. Children's Champion invited to December 2017 SPCC meeting to speak to revised Report and Government Response." ] ], "row_count": 6, "col_count": 3 } ] }, { "case_id": 354791, "title": "Pupil information - Primary Schools", "authority": "Department of Education, Sport and Culture", "date_received": "2017-01-03", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture provided a comprehensive dataset on Isle of Man primary schools covering pupil rolls, demographics, attendance, and teacher-assessed scores for academic years 2012-16. The response confirmed that all requested information was sent, with a note that gender breakdown was included within the roll data and that average point scores would not be available for future years due to software changes.", "key_facts": [ "The request covered all individual Island primary schools for academic years 2012-13 through 2015-16.", "Data provided includes pupil roll numbers, gender breakdown, authorized and unauthorized absences, free school meal percentages, SEN percentages, and first language statistics.", "Teacher-assessed average point scores for KS1 and KS2 in literacy, mathematics, and science were converted from level data to satisfy the request.", "Absence data is recorded by sessions (morning or afternoon) rather than days or half-days.", "Future average point scores will not be available due to changes in the Department's data collection software." ], "data_mentioned": [ "2012-13", "2013-14", "2014-15", "2015-16", "2017-01-03", "2017-01-23", "2017-01-06", "2017-01-09", "IM72257I", "354791", "14 pages", "1 document" ], "exemptions_cited": [], "tables": [ { "headers": [ "106" ], "rows": [ [ "82" ], [ "139\n361" ], [ "95" ], [ "127" ], [ "59" ], [ "51" ], [ "145" ], [ "221" ] ], "row_count": 8, "col_count": 1 }, { "headers": [ "59" ], "rows": [ [ "31" ], [ "48" ], [ "59" ], [ "31" ], [ "43" ], [ "10" ], [ "17" ], [ "67" ], [ "55" ] ], "row_count": 9, "col_count": 1 }, { "headers": [ "26" ], "rows": [ [ "71" ], [ "10" ], [ "10" ], [ "66" ], [ "70" ], [ "64" ], [ "27" ] ], "row_count": 7, "col_count": 1 }, { "headers": [ "114\n167\n277\n499\n278" ], "rows": [ [ "279" ], [ "85" ], [ "64" ], [ "156" ], [ "350" ], [ "87" ], [ "60" ], [ "66" ], [ "129" ], [ "221" ], [ "109" ], [ "206" ], [ "115" ], [ "424" ], [ "394" ], [ "255" ], [ "138" ], [ "191" ], [ "383" ], [ "164" ], [ "308" ] ], "row_count": 21, "col_count": 1 }, { "headers": [ "", "", "bO\nC:\n'i:\n£\n:.:;\n:§ bO £ VI cuC u cu :;. \"' C: bO 'c \"' bO C\n3 £n, VI · u Vl C. cu er: cu", 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30.3 27.9", "", "", "", "", "", "29.2" ], [ "28.0 27.0 25.9 27.5 27.5 28.3 27.4 27.4 27.6 28.2 27.6 29.7", "", "", "", "", "", "29.0" ], [ "30.2 29.3 28.2 30.6 33.0 30.0 30.0 31.0 28.7 30.4 29.6 29.3", "", "", "", "", "", "" ], [ "28.1 28.8 26.9 28.2 29.1 27.7 29.0 28.1 28.2 28.2 28.5 26.9", "", "", "", "", "", "" ], [ "27.6 27.7 27.9 27.1 28.4 28.8 29.1 30.7 28.9 27.9 29.9 27.5", "", "", "", "", "", "" ] ], "row_count": 9, "col_count": 7 } ] }, { "case_id": 354795, "title": "Primary and Secondary school SSRE reports", "authority": "Department of Education, Sport and Culture", "date_received": "2017-01-31", "outcome": "No information sent - all held but exempt", "summary": "A request for full external validation reports (SSRE) for all Isle of Man primary and secondary schools was refused because the information is already accessible by contacting the schools directly. The authority provided a list of school contact details instead of the requested reports.", "key_facts": [ "The request was made to the Department of Education, Sport and Culture on 2017-01-31.", "The response was issued on 2017-02-02 with an outcome of 'No information sent - all held but exempt'.", "The refusal was based on Section 20 of the Freedom of Information Act 2015 (information accessible by other means).", "The response included a directory of primary, secondary, and university college schools with headteachers and phone numbers.", "Applicants were advised to contact schools directly to obtain the full SSRE reports." ], "data_mentioned": [ "2017-01-31", "2017-02-02", "IM76284I", "Section 20", "140", "106", "179", "253", "271", "93", "86", "163", "67", "492", "350", "83", "65", "296", "63", "127", "205", "103", "191", "122", "423", "425", "152", "231", "417", "306", "72", "201", "254", "192", "1500", "798", "756", "927", "1265" ], "exemptions_cited": [ "Section 20 (information accessible to applicant by other means)" ], "tables": [ { "headers": [ "School", "District", "No. on roll", "Headteacher", "Tel No. (01624)", "E-mail" ], "rows": [ [ "Anagh Coar", "Douglas", "140", "Mr R Coale", "622148", "AnaghCoarEnquiries@sch.im" ], [ "Andreas", "Andreas", "106", "Mrs R Ashley", "880375", "AndreasEnquiries@sch.im" ], [ "Arbory", "Balla beg", "179", "Mr J Ayres", "823369", "ArboryEnquiries@sch.im" ], [ "Ashley Hill", "Onchan", "253", "Mr P Lewis", "686633", "AshleyHillEnquiries@sch.im" ], [ "Ballacottier", "Douglas", "271", "Mrs C Walsh", "612558", "BallacottierEnquiries@sch.im" ], [ "Ballasalla", "Malew", "93", "Mr J Cox", "822529", "BallasallaEnquiries@sch.im" ], [ "Ballaugh", "Ballaugh", "86", "Dr G Cushnie", "897311", "BallaughEnquiries@sch.im" ], [ "Braddan", "Braddan", "163", "Mrs L Oates", "661087", "BraddanEnquiries@sch.im" ], [ "Bunscoill Ghaelgagh", "St John's", "67", "Bnr J Matthews", "803330", "BunscoillEnquiries@sch.im" ], [ "Bunscoill Rhumsaa (Junior)", "Ramsey", "492", "Mr D Jenkins", "812185", "RhumsaaEnquiries@sch.im" ], [ "Bunscoill Rhumsaa (Infant)", "Ramsey", "-", "Mr D Jenkins", "812662", "RhumsaaEnquiries@sch.im" ], [ "Cronk-y-Berry", "Douglas", "350", "Mr R J Sellars", "615995", "CronkyBerryEnquiries@sch.im" ], [ "Dhoon", "Maughold", "83", "Mr M Kelly", "861227", "DhoonEnquiries@sch.im" ], [ "Foxdale", "Foxdale", "65", "Mrs A Jessopp", "801236", "FoxdaleEnquiries@sch.im" ], [ "Henry Bloom Noble", "Douglas", "296", "Mr I Walmsley", "675835", "HBNEnquiries@sch.im" ], [ "Jurby", "Jurby", "63", "Mr W Nelson", "897651", "JurbyEnquiries@sch.im" ], [ "Kewaigue", "Douglas", "127", "Mr A Shorthouse", "673951", "KewaigueEnquiries@sch.im" ], [ "Laxey", "Laxey", "205", "Mrs J Aksoy", "861373", "LaxeyEnquiries@sch.im" ], [ "Manor Park", "Douglas", "103", "Mrs R Forrester", "623794", "ManorParkEnquiries@sch.im" ], [ "Marown", "Glen Vine", "191", "Mr I Langshaw", "851428", "MarownEnquiries@sch.im" ], [ "Michael", "Kirk Michael", "122", "Mr A Robinson", "878246", "MichaelEnquiries@sch.im" ], [ "Onchan", "Onchan", "423", "Mrs J Richardson", "673465", "OnchanEnquiries@sch.im" ], [ "Peel Clothworkers'", "Peel", "425", "Mrs A Jackson", "842518", "PeelClothworkersEnquiries@sch.im" ], [ "Phurt le Moirrey", "Port St Mary", "152", "Mrs A Callaghan", "835531", "PhurtleMoirreyEnquiries@sch.im" ], [ "Rushen", "Port St Mary", "231", "Mr T M Thomson", "833308", "RushenEnquiries@sch.im" ], [ "Scoill yn Jubilee (Junior)", "Douglas", "417", "Mrs J Adamson", "621681", "JubileeJuniorEnquiries@sch.im" ], [ "Scoill yn Jubilee (Infant)", "Douglas", "-", "Mrs J Adamson", "622066", "JubileeInfantEnquiries@sch.im" ], [ "St John's", "St John's", "152", "Mrs T Willoughby", "801282", "StJohnsEnquiries@sch.im" ], [ "St Marys RC", "Douglas", "306", "Mr T Short", "673807", "StMarysEnquiries@sch.im" ], [ "St Thomas' C of E", "Douglas", "72", "Mrs C Manson", "674230", "StThomasEnquiries@sch.im" ], [ "Sulby", "Sulby", "152", "Mr M D Jackson", "897258", "SulbyEnquiries@sch.im" ], [ "Vallajeelt", "Douglas", "201", "Miss D Lyon", "670844", "VallajeeltEnquiries@sch.im" ], [ "Victoria Road", "Castletown", "254", "Mr I Postlethwaite", "822208", "VictoriaRdEnquiries@sch.im" ], [ "Willaston", "Douglas", "192", "Mrs R Burton", "621577", "WillastonEnquiries@sch.im" ], [ "Ballakermeen High School", "Douglas", "1500", "Mrs P A Burnett", "648700", "BallakermeenEnquiries@sch.im" ], [ "Castle Rushen High School", "Castletown", "798", "Mr K Winstanley", "693500", "CastleRushenEnquiries@sch.im" ], [ "Queen Elizabeth II High School", "Peel", "756", "Ms S M Moore", "841000", "QEIIEnquiries@sch.im" ], [ "Ramsey Grammar School", "Ramsey", "927", "Mrs A Baker", "811100", "RamseyGrammarEnquiries@sch.im" ], [ "St Ninian's High School", "Douglas", "1265", "Mr A Fox", "648800", "StNiniansHighEnquiries@sch.im" ], [ "St Ninian's Lower School", "Onchan", "-", "Mr A Fox", "648900", "StNiniansLowerEnquiries@sch.im" ], [ "University College Isle of Man", "Douglas", "-", "Mrs J Pretty", "648200", "UCIOMEnquiries@sch.im" ] ], "row_count": 41, "col_count": 6 } ] }, { "case_id": 354801, "title": "Pupil information - Secondary Schools", "authority": "Department of Education, Sport and Culture", "date_received": "2017-02-13", "outcome": "Some information sent but part exempt", "summary": "A request for detailed pupil statistics and exam results for Isle of Man secondary schools from 2011 to 2016 was partially fulfilled, with data on roll numbers, absences, and demographics provided, while exam results and club details were refused as publicly available elsewhere.", "key_facts": [ "The Department of Education provided data on pupil numbers, gender breakdown, authorized and unauthorized absences, free school meals, SEN, and first language.", "Ethnicity data was refused for most schools as it is not a standard requirement and would require substantial compilation.", "GCSE and A Level results were refused under Section 20 as the information is already accessible on the Department's website.", "Details on extra-curricular clubs were refused under Section 20 as they are available on individual school websites.", "Absence figures for Ballakermeen High School in 2011/2012 are noted as estimated due to an administrative error." ], "data_mentioned": [ "2011/12", "2012/13", "2013/14", "2014/15", "2015/16", "10th March 2017", "13th February 2017", "IM77896I", "https://www.gov.im/media/1350181/2016-gcse-attainment.pdf", "https://www.gov.im/lib/docs/education/gcseattainment2011.pdf", "https://www.gov.im/media/1350182/2016-a-level-attainment.pdf", "https://www.ballakermeen.com/students/extra-curri" ], "exemptions_cited": [ "Section 8(3) - Practical refusal reasons (not required to create, research, or compile information)", "Section 11(3)(a) - Information not held or cannot be found", "Section 11(3)(b) - Matters not required to be done by the Act", "Section 20 - Information accessible to applicant by other means" ], "tables": [ { "headers": [ 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"54.3", "74", "75.7", "90", "76.6", "80", "65", "62", "53.2", "63", "57.1", "70", "65.7", "69", "66.6", "66", "60.6", "69", "65.2", "85", "65.9", "56", "53.6" ] ], "row_count": 3, "col_count": 41 } ] }, { "case_id": 354813, "title": "Teaching staff - incl posts not filled w/c 20/2/17 rate of pay ph bank teacher total cost of bank teachers", "authority": "Department of Education, Sport and Culture", "date_received": "2017-03-17", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture provided a list of unfilled teaching posts as of February 2017 and hourly pay rates for supply teachers, while offering an estimated weekly cost for supply teachers based on January 2017 data instead of the requested week.", "key_facts": [ "Information on unfilled teaching posts was provided for the week commencing 20th February 2017.", "Supply teacher hourly pay varies by experience level, ranging from £23.04 to £33.68.", "Exact weekly costs for the requested period could not be provided because payments are processed monthly in arrears.", "An approximate indicative weekly cost for supply teachers was calculated at £32,218.80 based on January 2017 figures.", "The term 'bank teacher' was clarified to mean 'supply teacher' during the request process." ], "data_mentioned": [ "20th February 2017", "17th March 2017", "10th April 2017", "£23.04", "£24.86", "£26.86", "£28.93", "£32.21", "£33.68", "£32,218.80", "£128,875.23", "January 2017", "February 2017" ], "exemptions_cited": [], "tables": [ { "headers": [ "SUPPLY TEACHERS", "" ], "rows": [ [ "Mainscale", "Hourly Rate" ], [ "1", "£23.04" ], [ "2", "£24.86" ], [ "3", "£26.86" ], [ "4", "£28.93" ], [ "5", "£32.21" ], [ "6", "£33.68" ] ], "row_count": 7, "col_count": 2 } ] }, { "case_id": 354815, "title": "Further English Baccalaureate data (performance measures)", "authority": "Department of Education, Sport and Culture", "date_received": "2017-03-22", "outcome": "Some information sent but not all held", "summary": "The request sought English Baccalaureate attainment data and Year 11 completion numbers for Isle of Man secondary schools in 2015-16. The Department of Education refused the EBacc data as it was not held and would require substantial compilation, but provided the requested Year 11 completion figures.", "key_facts": [ "The Department of Education does not use the English Baccalaureate (EBacc) as a performance measure.", "Information on EBacc attainment was refused because creating it would require substantial compilation of existing data.", "Year 11 completion numbers for the 2015/16 academic year were provided for all five island secondary schools.", "Ballakermeen High School and St Ninian's High School both had 238 pupils completing Year 11.", "Queen Elizabeth II High School and Castle Rushen High School both had 115 pupils completing Year 11." ], "data_mentioned": [ "2015-16", "115", "238", "167", "IM81978I", "2017-03-22", "2017-04-06" ], "exemptions_cited": [ "Section 8(3)(a) of the Freedom of Information Act 2015", "Section 8(3)(b) of the Freedom of Information Act 2015", "Section 8(3)(c) of the Freedom of Information Act 2015", "Section 11(3)(b) of the Freedom of Information Act 2015", "Practical refusal reason (information not held/substantial compilation required)" ], "tables": [ { "headers": [ "Secondary School", "", "Pupils completing Year 11", "" ], "rows": [ [ "", "", "(2015/16 academic year)", "" ], [ "Queen Elizabeth II High School", "115", "", "" ], [ "Ballakermeen High School", "238", "", "" ], [ "Ramsey Grammar School", "167", "", "" ], [ "St Ninian’s High School", "238", "", "" ], [ "Castle Rushen High School", "115", "", "" ] ], "row_count": 6, "col_count": 4 } ] }, { "case_id": 354823, "title": "Articles of Government (Article 6) Secondary Schools School Improvement Plans", "authority": "Department of Education, Sport and Culture", "date_received": "2017-05-08", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture disclosed the 2016-2017 School Improvement Plan for a secondary school, detailing three key focus areas: parent partnerships, creative learning approaches, and distributed leadership.", "key_facts": [ "The plan identifies three key areas for development based on the SSRE and NOC visits.", "Parent partnerships aim to improve communication through questionnaires, email systems, and drop-in sessions.", "Distributed leadership encourages teaching and support staff to lead school development through action research.", "Performance management targets for all staff relate to the three priority areas.", "The school vision 'learning is a journey to be taken together one step at a time' is linked to the improvement priorities." ], "data_mentioned": [ "2016-2017", "2015-16", "March 2016", "November 2016", "June 2017", "October 2016", "January 2017", "May 2017", "March 2017", "April 2017", "KS1", "KS2", "Geoff Moorcroft", "112 pages", "6 documents" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "", "", "", "", "", "" ], "rows": [ [ "Actions", "Expected Outcomes", "Evaluation", "", "Time", "", "Led by" ], [ "", "", "", "", "Scale", "", "" ], [ "", "", "", "", "", "", "" ], [ "To review communication systems with all\nstakeholders.\nQuestionaires developed further\nReview the school email system\nDevelop SMT drop in sessions for parents", "Questionaire distributed\nNovember 2016/ June 2017\nEmail system in place linked\nwith Arbor- liaise with GTS\nWeekly drop in sessions\nestablished", "Is communication improved\nbetween home and schools? Do\nParents feel better informed?", "Oct\nMay\nNov\nSept- July", "", "", "" ], [ "Provide opportunities for Parents to\nunderstand educational approaches to\nlearning through:\nINSPIRE sessions\nParents evenings\nCurricular events- reading, maths, IT etc\nNew Parent meetings\nLearning Logs", "Themed INSPIRE sessions taking place\nin each class twice a year\nMeetings held by each year group in\nfirst half term for parents to deliver\nexpectations\nSubject leaders hold parent\ninformation events in a range of\nsubjects\nLearning logs established in all classes\nwhich are used regularly", "Do Parents have a better\nunderstanding about\nlearning rather than work?\nDo Parents have knowledge\nabout learning that takes\nplace in school?", "Ongoing\nSeptember\nOngoing\nspread\nacross year\nSeptember", "", "", "Classteachers\nTeamleaders/\nClassteachers\nSubject\nLeaders\nClassteachers" ], [ "Develop the Parents School website\nproviding clear, up to date information\nrelating to educational web links,\nlearning opportunities and home\nlearning activities", "Liaising with - Subject Leader for IT ,\nGTS and Team Leaders a clear site is\ndeveloped to share examples of learning\nsupport systems", "Is there an increase in the % of\nParents accessing the school\nwebsite to support learning?", "Jan- July\n2017", "", "", "/Teamleaders\n/ SLT/SMT" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "", "", "", "", "", "", "" ], "rows": [ [ "Actions", "Expected Outcomes", "Evaluation", "", "Time", "", "Led by" ], [ "", "", "", "", "Scale", "", "" ], [ "", "", "", "", "", "", "" ], [ "Develop a parent partnership policy with\nstakeholders thus developing a clearer\nunderstanding of how children learn", "A Parent Partnership policy is\nwritten by a working group\nwhich reflects best practice\ndeveloping links with Parents.", "Does the schools policy reflect\nbest practice and is it\nadhered to by all staff?", "-May 2017", "", "", "" ], [ "", "", "", "", "", "", "" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "", "", "", "", "" ], "rows": [ [ "Actions", "Expected Outcomes", "Evaluation", "Time Scale", "Led by" ], [ "", "", "", "", "" ], [ "Lesson observations take place\nidentifying aspects of effective\nlearning across the school\nSLT discussion with Link Advisor", "Curriculum planning\nsampling will identify where\nchallenge is not yet embedded\nand where example of\nchallenge are positive", "Where is challenge appropriate?\nWhat Key Stages offer best\npractice?\nDoes the planning format\nenable challenge?\nIs metacognition evident?", "October 2016", "SLT" ], [ "Feedback to staff from lesson\nobservations to enable action to be\ntaken", "Improvements in challenge\nbased learning", "Next planning sample to show\nimprovements in challenge,\nmetacognition and", "October 2016", "SLT" ], [ "Staff meetings planned to discuss what\nchallenge looks like across the school", "Whole staff discussion\nImprovement in staff\nknowledge\nStaff developing challenging\nlearning activities within\nclass", "Feedback from staff meeting\nSample March 2017- what have\nyou done differently?\nPupil interviews- March/ April\n2017", "Jan 2017", "" ], [ "Challenge days planned- focus on\ninvestigations (link to AT 1 science &\nmaths) and creativity", "Pupils invigorated by open\nended learning\n(Link to INSPIRE days?)\nUpdate SSRE evidence", "Feedback from Parents and\nPupils showing growing\nunderstanding towards Growth\nmindsets, Challenge based\nlearning, differentiated\npractice, self improvement", "Summer 2017", "All staff" ], [ "Challenge based learning developed\nas home learning to encourage\ngreater creativity", "Development of Learning logs\nto show increase in learning\nchallenges.\nFeedback through effective\nmarking to inform Parents", "Learning log sampling- July\n2017.\nFeedback given to staff to be\neffected into 2017-18", "By Summer\n2017", "All staff" ] ], "row_count": 7, "col_count": 5 }, { "headers": [ "", "", "", "", "" ], "rows": [ [ "Actions", "Expected Outcomes", "Evaluation", "Time Scale", "Led by" ], [ "", "", "", "", "" ], [ "Action research group developed\nlooking at the impact of challenge\nthroughout learning", "Staff awareness growing\nregarding developing best\npractice through research,\nvisits to other schools,\ntrialling of new ideas", "Feedback to staff on\ndevelopments so far.\nPresentation developed showing\ndirection of research and an\nopportunity for full staff input\nbefore Year 2 commences", "By Autumn\n2017", "Action\nResearch\nGroup" ], [ "Support all teachers in developing\nSpeaking and Listening opportunities\nacross the curriculum", "There are plenty of\nopportunities for S and L\nactivities which are planned\nand assessed effectively which\nextend beyond S&L weeks\nwhich are timetabled", "Use of S&L descriptors across the\nwhole school\nAccurate assessment of S&L onto\nArbor- June 2017\nAnalysis of data - July 2017", "By Summer\n2017", "All staff" ], [ "Learning and teaching policy\nupdated", "Learning and teaching policy\nused by teachers when\nplanning and during lesson\nobservations", "New Learning and teaching\npolicy updated and shared with\nall staff. Planning format\ndeveloped to ensure Sept 2017-18\nchallenges are planned across\nthe school like to each theme", "July 2017", "SLT" ] ], "row_count": 5, "col_count": 5 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "Actions", "", "", "Expected Outcomes", "", "", "Evaluation", "", "", "Time Scale", "", "", "Led by", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "To develop staff training explaining\nAction Research and identifying 4 areas\nof research to improve the school.\nEstablishing Action Research Teams across\nthe school involving all staff", "", "", "Following staff meetings all staff will\nhave identified aspects of research\nwill interest them and which would\nresult in a potential improvement in\nthe quality of L&T at Onchan School", "", "", "4 groups\ndeveloped\nAll staff place\nthemselves into\nareas of interest", "", "", "November 2016", "", "", "", "", "" ], [ "To establish the process that action\nresearch will take- what will come out of\nthe research? To clarify the exact area\nand parameters of research and\nformulate a question", "", "", "Staff meetings take place resulting in\nhigh quality discussion around\ncurrent research linked to their area\nof interest", "", "", "Staff are\nenergised,\nenthused.\nParticipation\nrates across the\nschool are high", "", "", "November 2016", "", "", "", "", "" ], [ "Reading, visits to other schools, meetings\nwith other professionals, professional\ndialogue takes place", "", "", "Increased understanding, depth of\nknowledge, feedback to the rest of the\ngroup, sharing of ideas, discussion\nwithin the group re next steps", "", "", "Feedback to\ngroups. Quality\nof discussion,\nfeedback,\ngenerating\nideas", "", "", "March- June\n2017", "", "", "All staff", "", "" ], [ "Each group to come up with at least one\nrecommendation for school improvement\nwith wider evidence and school based\nevidence to back this up.", "", "", "Feedback to all staff, information\npresented July 2017 re progress to\ndate and the direction of\ndevelopment for the next academic\nyear linked to the 2017-18 SIP", "", "", "Staff meeting\ntaken place.\nSLT update SSRE\n- Leadership\nsection", "", "", "July 2017", "", "", "4 Groups", "", "" ] ], "row_count": 6, "col_count": 15 }, { "headers": [ "Cronk-y-Berry Primary School\nSingle Raising Attainment Plan:\nSpring Term 2017", "", "School’s targets- JULY 2017", "", "", "", "", "", "Monitoring group:\nHeadteacher\nDeputy Headteacher\nLiteracy and Numeracy Co-\nordinators\nSENCO\nChair of Governors\nLink Adviser\nSupport and quality\nassurance:\nLink Adviser\nModerating teams" ], "rows": [ [ "", "", " 70% children making at least 2 NC levels progress throughout KS2 in Reading", "", "", "", "", "", "" ], [ "", "", " 70% children making at least 2 NC levels progress throughout KS2 in Writing", "", "", "", "", "", "" ], [ "", "", " 50% of children making at least 2 NC levels progress throughout KS2 in Maths", "", "", "", "", "", "" ], [ "", "The percentage of children working at or above age-related expectations by July 2017:", "", "", "", "", "", "", "" ], [ "", "EYFS", "", "96% to achieve a ‘Good’ level of development in Reading, 82% in Writing and\n82% Number by end of Reception.", "", "", "", "", "" ], [ "", "", "", "English", "", "", "Mathematics", "", "" ], [ "", "Year 1", "", "65% on track in Reading or above by\nend of year\n50% on track in Writing or above by\nend of year", "", "", "76% on track or above by end of year", "", "" ], [ "", "Year 2", "", "From 56% (2016) to 68% L2b+ in\nReading. (IOM = 66% 2016)\nFrom 47% (2016) to 55% L2b+ in\nWriting. (IOM = 66% 2016)", "", "", "From 56% (2016) to 72% L2b+ in\nMathematics. (IOM = 71% 2016)", "", "" ], [ "", "Year 3", "", "73% on track in Reading or above by\nend of year\n87% on track in Writing or above by\nend of year", "", "", "87% on track or above by end of year", "", "" ], [ "N.B., To ensure impact on 2 levels\nprogress though KS2 and combined\nattainment at the end of KS2, children\nidentified in the target groups who are\nfalling behind, making slow progress or\nstuck need to make accelerated\nprogress of at least 1 NC level in the\nacademic year, taking account of their\nprior attainment, baseline attainment and\ntheir potential to improve", "Year 4", "", "From 74% (2016) to 81% L3b+ in\nReading.\nFrom 53% (2016) to 65% L3b+ in\nWriting.\n98% children in Reading to make at\nleast 1 NC level progress since end\nof KS1.\n85% children in Writing to make at\nleast 1 NC level progress since end\nof KS1.", "", "", "From 77% (2016) to 78% L3b+ in\nMathematics.\n94% children in Maths to make at\nleast 1 NC level progress since end\nof KS1.", "", "" ], [ "", "Year 5", "", "76% on track in Reading or above by\nend of year\n62% on track in Writing or above by\nend of year", "", "", "78% on track or above by end of year", "", "" ], [ "", "Year 6", "", "", "78% L4+ in Reading.", "", "80% L4+ in Mathematics.\n(IOM = 89% 2016)", "", "" ], [ "", "", "", "", "(IOM = 90% 2016)", "", "", "", "" ], [ "", "", "", "", "68% L4+ in Writing.", "", "", "", "" ], [ "", "", "", "", "(IOM = 83% 2016)", "", "", "", "" ] ], "row_count": 15, "col_count": 9 }, { "headers": [ "Cronk-y-Berry Primary School" ], "rows": [ [ "Single Raising Attainment Plan:" ], [ "" ], [ "Spring Term 2017" ], [ "" ], [ "" ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "Monitoring group:" ], "rows": [ [ "Headteacher" ], [ "Deputy Headteacher" ], [ "Literacy and Numeracy Co-" ], [ "ordinators\nSENCO" ], [ "Chair of Governors" ], [ "Link Adviser" ], [ "" ], [ "" ], [ "Support and quality" ], [ "assurance:" ], [ "Link Adviser" ], [ "Moderating teams" ], [ "" ], [ "" ], [ "" ] ], "row_count": 15, "col_count": 1 }, { "headers": [ "N.B., To ensure impact on 2 levels" ], "rows": [ [ "progress though KS2 and combined" ], [ "attainment at the end of KS2, children" ], [ "identified in the target groups who are" ], [ "falling behind, making slow progress or" ], [ "stuck need to make accelerated" ], [ "progress of at least 1 NC level in the" ], [ "academic year, taking account of their" ], [ "prior attainment, baseline attainment and" ], [ "their potential to improve" ] ], "row_count": 9, "col_count": 1 }, { "headers": [ "From 74% (2016) to 81% L3b+ in" ], "rows": [ [ "Reading." ], [ "From 53% (2016) to 65% L3b+ in" ], [ "Writing." ], [ "" ], [ "98% children in Reading to make at" ], [ "least 1 NC level progress since end" ], [ "of KS1." ], [ "85% children in Writing to make at" ], [ "least 1 NC level progress since end" ] ], "row_count": 9, "col_count": 1 }, { "headers": [ "From 77% (2016) to 78% L3b+ in" ], "rows": [ [ "Mathematics." ], [ "" ], [ "" ], [ "" ], [ "" ], [ "" ], [ "" ], [ "94% children in Maths to make at" ], [ "least 1 NC level progress since end" ] ], "row_count": 9, "col_count": 1 }, { "headers": [ "", "Key success criteria to be reviewed by leadership team at each single plan (RAP) review meeting", "" ], "rows": [ [ "", "N.B., All activities planned in the single plan (RAP) should link explicitly to the achievement of one or more of the success criteria:", "" ], [ "", "", "" ], [ "", "Priority One: Raising Standards and accelerating progress.", "" ], [ "", "Key entitlement is to ensure all children progress at least 2 NC levels throughout Key Stage 2 and secure Level 4 or above in both", "" ], [ "", "English and mathematics by the end of KS2", "" ], [ "a) Accelerated progress of all children in identified target groups in Y1 to Y6 to meet or exceed their targets by the end of June 2017.\nb) N.B., To ensure impact on 2 levels progress though KS2 and combined attainment at the end of KS2, children identified in the target groups who are falling behind, making\nc) slow progress or stuck need to make accelerated progress of at least 2 sub-levels in the academic year, taking account of their prior attainment, baseline attainment and\ntheir potential to improve\nd) ?% Children in EYFS to achieve a ‘Good’ level of development in Reading, Writing and Number by end of Reception year\ne) Progress of all children currently working at or above age-related expectations:\nf) to achieve at least Level 2b or above by the end of Year 2\ng) to achieve at least Level 3b or above by the end of Year 4\nh) to achieve at least Level 4b or above by the end of Year 6\na. NB children in Year 1,Year 3 and Year 5 working at or above age-related expectations should be on a secure trajectory to achieve the NC expectations by end of\nYear 2,\ni) Year 4 and Year 6 respectively.\nj) Children working well below (or well above) age-related expectations to make expected progress (negotiated pupil by pupil based on knowledge of the child, prior and\nbaseline attainment) NB Most children working below age-related expectations should still be expected to make at least 2 NC levels progress throughout KS2", "", "" ], [ "", "Priority Two: Improving the quality of learning and teaching. Priority Three: Improving the conditions for learning.", "" ], [ "", "Key entitlement is to high quality teaching and learning which enables all children to make good progress to reach or exceed national", "" ], [ "", "expectations", "" ], [ "k) The proportion of literacy and mathematics lessons judged ‘effective’, ‘very effective’ or beyond is over 75% (large majority) based on impact on pupil progress and\nattainment.\nl) All children in the identified target groups make accelerated progress to achieve the half termly age-related curricular focus/ targets in key aspects of reading, writing and\nmathematics\nm) All children currently working at age-related expectations or above achieve at least the half termly age-related curricular focus/ targets in key aspects of reading, writing and\nmathematics\nn) Children working well below (or well above) age-related expectations make good progress towards (or well beyond) the age-related expectation based on their starting point\nin key aspects of reading, writing and mathematics (individual curricular focus/ targets negotiated pupil by pupil based on knowledge of the child and prior and baseline\nattainment)", "", "" ], [ "o) All children in the identified target groups demonstrate increased confidence, motivation and attitude to their learning of the age-related curricular focus/ targets\np) All children can talk confidently about their learning and their personal achievement of the half termly curricular focus/ targets in key aspects of reading, writing and\nmathematics\nq) All classroom environments support the children’s achievement of the half termly curricular focus/ targets in key aspects of reading, writing and mathematic", "", "" ] ], "row_count": 11, "col_count": 3 }, { "headers": [ "", "Priority Four: Developing the school as a learning community.", "" ], "rows": [ [ "", "School leadership promotes leadership of learning that impacts on pupil progress and attainment", "" ], [ "", "", "" ], [ "r) School leadership and management is judged as ‘effective’.\ns) All staff understands the entitlement of a minimum of 2 levels progress over KS2 and how this links to combined attainment of level 4 or above at the end of KS2. Individual\npupil and cohort targets and performance appraisal targets reflect this ambition for each teacher and support staff\nt) All pupil progress meetings promote professional accountability for pupil progress and attainment, taking account of prior and baseline attainment and making effective use\nof school termly tracking information to inform teaching and learning in the classroom\nu) School leadership identifies all pupils at risk of falling behind, making slow progress or stuck and plans appropriate additional interventions (including quality first teaching,\nprecision guided group work, ELS interventions and 1 to 1 support where appropriate) to ensure all children catch up and keep up\nv) All governors have a clear understanding of how the school is using the core elements of Improving Schools Programme as the key strategy for school improvement and\nthe intended impact on pupil progress and attainment in all year groups and their role in holding the school to account for progress and attainment\nw) Literacy and Numeracy co-ordinators to undertake sustained actions in their monitoring and support roles.\nx) School leadership monitoring and evaluation focuses on the impact of all planned activities on pupil progress and attainment, linked to further development of\nthe single plan for improvement and appropriate continual professional development of all staff", "", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "Priority 1\nRaising attainment and accelerating progress", "", "", "", "School’s targets- JULY 2017\n 70% children making at least 2 NC levels progress throughout KS2 in Reading\n 70% children making at least 2 NC levels progress throughout KS2 in Writing\n 50% of children making at least 2 NC levels progress throughout KS2 in Maths", "", "" ], "rows": [ [ "Objective", "Date", "Specific actions and responsibility", "", "", "", "Resources" ], [ "To raise awareness of\nprogress and standards\nfor 2015/16\n1.1 All staff to be aware\nof where all children in\nschool are against\nnational expectations\n(NC levels)", "17.01.17.", "", "To ensure that all class teachers are introduced to ISP process and whole school trackers and", "", "", "Twilight time + individual support for\ncolleagues" ], [ "", "", "", "Tracking into Action proformas to highlight performance of all pupils against national expectations.", "", "", "" ], [ "", "", "", "Discuss process of targeting groups of pupils who are underachieving and need accelerated", "", "", "" ], [ "", "", "", "progress. Discuss use of aspirational targets.", "", "", "" ], [ "", "17.01.17.\nJan data in\nby\n20.01.17.", "Teachers undertake to analyse their children’s progress at the start of the Spring Term\nusing the trackers, preparing for the Pupil progress Meeting.", "", "", "", "Twilight time + individual support for\ncolleagues" ], [ "1.2 To identify whole\nschool curricular targets\nin key aspects of\nreading, writing and\nmathematics", "11.01.17.", "", "HT + DHT to discuss with subject leaders through use of assessment information and monitoring", "", "", "Meeting + time for to\nconsider/confirm these." ], [ "", "", "", "reports from last year to identify key areas for curriculum development and map out whole school", "", "", "" ], [ "", "", "", "curricular focus/ targets for each half term in reading, writing and mathematics.", "", "", "" ], [ "", "17.01.17.\n(Twilight)\nJan/Feb/M -\non-going", "HT and DHT to ensure that subject leaders share whole school curricular focus/ targets with all\nstaff and there are appropriate and professional discussions about how this translates into\nmedium term planning.\nAll teachers to explain this process to support staff, emphasising how these curricular targets are\nto be focussed on for the term ahead.", "", "", "", "Twilight time + individual support for\ncolleagues" ], [ "", "Feb/March", "HT to ensure that all staff incorporate identified layered curricular focus/ targets into their short\nand medium term planning for each half term and use established systems for recording progress\nand achievement against the curricular focus/ targets.\nSENCO to ensure IEPs include individual curricular targets related to the whole school focus/\ntargets for children with SEN.", "", "", "", "Scrutiny of planning\nDiscussions with individual teachers\nDiscussions with support staff" ], [ "", "Wk beg\n30.01.17.", "HT and DHT to work with EYFS colleagues to look at:\n Baseline Data and predicted targets\n January data and early progress made\n identify the foundations required to support the development of the whole school targets\nwithin a broad and balanced EYFS curriculum across all areas of learning", "", "", "", "Meeting time" ], [ "1.3 To understand the\nshared professional\naccountability for\nsustained improvements\nin standards and\nprogress of all pupils.", "23/24th Jan", "", "Pupil Progress Meetings- Staff 1 to 1 professional discussions with Headteacher and Deputy", "", "", "2 X supply days to release teachers\nfor 50 minute meetings. (Jan), (Apr)\nand (June)" ], [ "", "", "", "Headteacher on individual children’s targets/ expectations and progress and achievement against", "", "", "" ], [ "", "", "", "NC age-related expectations following input through quality first teaching, additional interventions", "", "", "" ], [ "", "", "", "and support.", "", "", "" ], [ "", "Wk beg.\nFeb 13th\n2017.", "All staff to share children’s termly curricular focus/ targets and end of year expectations and\nappropriate home learning activities with parents/ carers during Parents Evening in February.", "", "", "", "" ], [ "1.4 To ensure\nappropriate interventions\nare in place to support\nthe accelerated progress\nof identified target\ngroups/ individuals.\nCheck support staff are\neffectively deployed.", "7th and 28th\nFeb", "SLT (with support from SENCo) to use pupil tracking information to provision map all interventions\nfor all target groups in literacy and mathematics, including use of guided group work, additional\nintervention programmes and 1 to 1 support for children not making adequate progress", "", "", "", "SENCo time/SLT time" ] ], "row_count": 18, "col_count": 7 }, { "headers": [ "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "Priority 2", "", "", "", "", "Priority Target: At least 75% of literacy and mathematics lessons are judged to be ‘Effective or\n‘Very Effective’ based on the impact on pupil progress and attainment", "", "" ], [ "", "Leading on learning: Improve the quality of learning and", "", "", "", "", "", "", "" ], [ "", "teaching, including the conditions for learning", "", "", "", "", "", "", "" ], [ "Objective", "", "Date", "Specific actions and responsibility", "", "", "", "", "Resources" ], [ "2.1 To improve learning\nand teaching so that at\nleast 75% of all\nobservations are judged\neffective or very\neffective.", "", "INSET\nTwilight\n17.01.17.", "", "Introduction of whole school and layered targets for each year group in English and", "", "", "", "Use of Twilight" ], [ "", "", "", "", "Mathematics as follows:", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "Spring term 2017 EYFS focuses for Reading and Writing are:", "", "", "", "" ], [ "", "", "", "", " Focus on A.F. 1 - decoding of text and A.F. 2 - understanding the text.", "", "", "", "" ], [ "", "", "", "", " Use of Capital letters", "", "", "", "" ], [ "", "", "", "", " Number threaded through the school day, e.g. counting milk and juice. Songs, rhymes", "", "", "", "" ], [ "", "", "", "", "based on number etc.", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "Spring term 2017 KS1 and KS2 focuses are:", "", "", "", "" ], [ "", "", "", "", "Reading: To plan for key questions that are clearly linked to the assessment focuses. (See", "", "", "", "" ], [ "", "", "", "", "Reading assessment focuses on Cloud)", "", "", "", "" ], [ "", "", "", "", " Writing: To plan ‘Out of Hours’ Literacy lessons to ensure most children can accurately use", "", "", "", "" ], [ "", "", "", "", "the punctuation relevant to their year group. (See Punctuation Pyramid on Cloud)", "", "", "", "" ], [ "", "", "", "", " Mathematics: Every teacher to be planning for and teaching an oral and mental starter at the", "", "", "", "" ], [ "", "", "", "", "beginning of EVERY numeracy lesson.", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "" ], [ "", "", "Feb-March\n2017", "Monitoring throughout the Spring Term using the following tasks:\nWriting\n Pupil interviews (2 pupils per class) – evidence of pupils knowing their targets/achieved?\n Monitoring of planning – evidence of phonics and guided writing?\n Formal observations – paired ( + support of Link Adviser\n Book scrutiny – adherence of marking policy re: feedback\n Planning (MTP)\n Use of photography/filming examples of good practice.\n Punctuation Pyramid on display in classroom.\nMaths\n drop- ins, planning scrutiny, pupil interviews.", "", "", "", "", "Use of Tuesday release time – Jan\n– March 2017\nMonitoring timetable to be\nestablished and agreed with all\nstaff.\nWeeks beginning 13th, 20th and 27th\nMarch" ], [ "2.2 To recognise, create\nand maintain an effective\nlearning environment,\nincluding the use of ICT", "", "31.01.17.", "All staff to review their current learning environments and then generate ideas and plan the\ndevelopment of the learning environment to support the children’s achievement of the age-related\ncurricular focus/ targets for each half term. This will include the use of interactive displays,\nworking walls, exemplification of high quality of learning using photos, key notes and in books and\ndisplays.\nRec, and KS1 staff to ensure that the learning environment provides sufficient opportunity for\nchildren to apply phonic skills and knowledge across the curriculum and in both adult-focus and\nchild-initiated activities", "", "", "", "", "Regular Floor meetings with\nminutes forwarded to the SLT." ], [ "2.3 To develop effective\nAfL and use of\nsummative assessment", "", "Feb/March", "HT and SLT to ensure that all class teachers hold at least one progress meeting per half term with\nall children to discuss progress towards achievement of the curricular focus/ targets and any\nadditional personal learning targets in guided group sessions for reading, writing and mathematics", "", "", "", "", "Part of Quality-First teaching\nUse of PPA" ] ], "row_count": 24, "col_count": 9 }, { "headers": [ "2.4 Supporting on-going\nprofessional\ndevelopment through\nappropriate training", "14th & 28th\nMarch\n28th Feb &\n21st March\nMay 15/16th\nand INSET", "Raising standards in Writing training – led by [redacted]\nLook at Writing Process; modelled and shared writing, use of working walls. Staff to carry out a\nGap Task before second staff meeting, which will look at Guided Writing and Independent Writing\nRaising standards in Numeracy skills – led by [redacted]\nDeveloping effective use of the Oral, Mental Starter and using Focus Groups in the Numeracy\nLesson to raise achievement\nDevelopments in Writing through staff attending ‘Talk for Writing’ course and then feeding back to\nall colleagues through INSET and use of Gap Tasks.", "", "", "", "", "Staff meeting time including use of\nGap Tasks\nRelease time for 6 members of staff\nTwilight 4 - May 23rd", "" ], "rows": [ [ "", "", "", "", "", "", "", "", "" ], [ "Priority 3\nSustaining success: Develop the school as a\nprofessional learning community", "", "", "", "", "Aim: There is a self-evaluation judgement of leadership as a secure ‘Effective’.", "", "", "" ], [ "", "", "", "", "", "1. The Headteacher..”articulates the vision and priorities for improvement, and understands his", "", "", "" ], [ "", "", "", "", "", "role in delivering improvements. School demonstrates commitment to shared values.”", "", "", "" ], [ "", "", "", "", "", "2. “The school improvement process generates evidence of sufficient quality to identify key", "", "", "" ], [ "", "", "", "", "", "priorities for improvement and effective action has been taken.”", "", "", "" ], [ "Objective", "Date", "Specific actions and responsibility", "", "", "", "", "Resources", "" ], [ "3.1 To develop the\neffectiveness of\nleadership and\nmanagement to lead on\nlearning", "INSET-\n06.09.16.\n13.09.16.\n20.09.16.\n31.01.17.", "", "SLT to promote greater collaboration with teachers working together to support ongoing", "", "", "", "Staff meetings/INSET/Individual\nmeetings with teachers when\nfinalising Appraisal targets", "" ], [ "", "", "", "developments in pedagogy. This will be supported through CPD and highlighted in the Appraisal", "", "", "", "", "" ], [ "", "", "", "Process. Staff training to include:-", "", "", "", "", "" ], [ "", "", "", " Review of expectations across core subjects", "", "", "", "", "" ], [ "", "", "", " Raising Standards Agenda and Shadowing colleagues", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "" ], [ "", "", "", "Appraisal Targets set for all staff support the four key themes of the ISP process;", "", "", "", "", "" ], [ "", "", "", "1. Raising standards and accelerating progress", "", "", "", "", "" ], [ "", "", "", "2. Improving the quality of teaching and learning", "", "", "", "", "" ], [ "", "", "", "3. Improving the conditions for learning", "", "", "", "", "" ], [ "", "", "", "4. Developing the school as a professional learning community", "", "", "", "", "" ], [ "3.2 To understand the\nshared professional\naccountability for\nsustained improvements\nin standards and\nprogress for all\nstakeholders including;\nGovernors, Staff,\nFamilies, Children and\nthe Wider Community", "22.05.17.?", "HT and Link Adviser to present pupil progress report to governing body.", "", "", "", "", "Govs meeting", "" ], [ "", "From Feb\n1st 2017", "All staff to share children’s half termly curricular focus/ targets and end of year expectations with\ntheir children.", "", "", "", "", "Prepare for this during staff meeting\n31.01.17.", "" ], [ "", "Wk beg.\nFeb 13th\n2017.", "All staff to share children’s half termly curricular focus/ targets and end of year expectations with\nparents at consultation evenings (February 2017).", "", "", "", "", "Prepare for this during staff meeting\n31.01.17.", "" ], [ "", "23.01.17/24\n.01.17.\n02.05.17./0\n3.05.17.", "Pupil Progress Meetings – Staff engaged in professional discussions with HT/DHT on individual\nchildren’s progress and achievement of the age-related expectations, following input through\nquality first teaching, additional interventions and support\nNB Headteacher and subject leaders to support identified Year groups/ individual staff, as\nappropriate", "", "", "", "", "2 X supply days to release teachers\nfor 50 minute meetings. (Jan), (Apr)\nand (June)", "" ] ], "row_count": 22, "col_count": 9 }, { "headers": [ "3.1 To develop the" ], "rows": [ [ "effectiveness of" ], [ "leadership and" ], [ "management to lead on" ], [ "learning" ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "INSET-" ], "rows": [ [ "06.09.16." ], [ "" ], [ "13.09.16." ], [ "20.09.16." ], [ "" ], [ "31.01.17." ] ], "row_count": 6, "col_count": 1 }, { "headers": [ "Date", "Monitoring cycle arrangements and responsibility\n(against agreed success criteria)", "Date", "", "Evaluation of impact on pupil progress mechanisms", "" ], "rows": [ [ "", "", "", "", "(against agreed success criteria)", "" ], [ "", "", "", "", "", "" ], [ "17.01.17.\n(Twilight) +\nPupil\nprogress\nmeetings\n23/24th Jan", "HT to ensure all staff can identify the children that need to make\naccelerated progress in their class and understand what they need to\ndo to improve. This to be discussed through Pupil progress Meetings.", "04.04.17.\n(Staff\nmeeting)\n04.04.17.", "Single plan (RAP) review\nSLT to use evidence gathered from monitoring activities, including\nindividual pupil progress meetings, to report on the impact of activities and\ninterventions on the progress of all children including the accelerated\nprogress of pupils targeted/those underachieving.\nThe Link Adviser to formally evaluate the impact of the RAP against the\nsuccess criteria\nLink Adviser and DOE to quality assure/ model/ support as appropriate", "Single plan (RAP) review", "" ], [ "", "", "", "", "SLT to use evidence gathered from monitoring activities, including", "" ], [ "", "", "", "", "individual pupil progress meetings, to report on the impact of activities and", "" ], [ "", "", "", "", "interventions on the progress of all children including the accelerated", "" ], [ "", "", "", "", "progress of pupils targeted/those underachieving.", "" ], [ "", "", "", "", "The Link Adviser to formally evaluate the impact of the RAP against the", "" ], [ "", "", "", "", "success criteria", "" ], [ "", "", "", "", "Link Adviser and DOE to quality assure/ model/ support as appropriate", "" ], [ "23/24th Jan\n2/3rd May", "All staff to attend termly 1 to 1 pupil progress meeting with Headteacher\nand DHT to discuss individual children’s achievements and identify\nbarriers to progress, leading to clear outcomes for further improvements\nClass teachers and support staff to monitor support given to identified\ntarget pupils and annotate / record progress and achievement of the\ncurricular targets and attitudes to learning on current ‘tracking to action\nsheets’ to refer to in pupil progress meetings.\nNB Staff to make termly NC level judgements and to send data to the HT\n(Jan/Apr/June).", "Reporting and accountability mechanisms", "", "", "" ], [ "", "", " Monthly report from SLT to provide ongoing progress of RAP, including\nrelevant evidence from monitoring activities by Literacy and Numeracy co-\nordinators and senior staff/ other middle leaders\n Outcomes from RAP reviews to feed into school SSRE and development of\nnext term’s single plan (RAP).\n Monthly report to Link Adviser by HT/DHT on progress of RAP.\n Termly report to governors to reflect on impact of RAP progress on pupil\nattainment and progress\n Performance appraisal processes and outcomes reflect the impact on pupil", "", "", "" ], [ "Wk beg\n27.03.17.\nFeb/March\nFeb/March\nto be\nconfirmed", "Headteacher, Deputy Headteacher and subject leaders gather\nappropriate evidence of impact on standards and progress against the\nsuccess criteria detailed on page 1 for end of term RAP review (April\n2017) using a combination of the following:\n Analysis of Teacher Assessment level judgements for April using\nbaseline information, end of KS1 data, projected targets and Island\nexpectations\n learning walks,\n lesson observations\n scrutiny of teachers’ planning, and discssions with teachers\n analysis of selected children’s work and focused discussions with\nselected target group children\nSENCO to monitor implementation of individual curricular focus/ targets\nfor selected groups of children with SEN through discussions with\nteachers, planning trawl, book scrutiny and discussions with selected\nchildren and feedback findings to SLT for RAP review\nHT and LA Adviser to carry out joint lesson observations in selected\nliteracy and mathematics lessons (including guided sessions with target\ngroups) to look for evidence of impact of interventions on children’s\nlearning and the achievement of the age-related curricular focus/ targets\nto feed into RAP review.", "", "", "", "" ] ], "row_count": 13, "col_count": 6 }, { "headers": [ "04.04.17." ], "rows": [ [ "(Staff" ], [ "meeting)" ], [ "" ], [ "" ], [ "04.04.17." ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "HT and LA Adviser to carry out joint lesson observations in selected" ], "rows": [ 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Develop resources to support mentoring\n2. Share resources with all mentors\n3. Develop smaller teams within larger groups", "1. Resource development allocated to mentors from\neach faculty\n2. Resources shared with each mentor\n3. Smaller teams formed with team leader assigned\n4. Monitor use/impact of resources\n5. Review at end of year", "1. Improvement from\nbaseline of mentored\nstudents.", "September 2017" ], [ "Assessment", "1. Faculty target setting based on more focused\nand effective use of data.\n2. Monitor levels of progress.", "1. Targets agreed for all classes\n2. Trace progress against targets set\n3. Review and plan for further improvement at each\nassessment opportunity.\n4. Review against final grades set.\n5. Underachievement identified.\n6. Plans for improvement in place.\n7. Use levels of progress to inform target setting.", "1. Targets agreed.\n2. Review meetings agree\naction points.", "February 2017" ], [ "Assessment\n(Learning review)", "1. Triangulated review of tracker booklets.", "1. Questionnaires prepared for parents, tutors and\nstudents.", "1. Responses to surveys\ndiscussed in line\nmanager meetings.\n2. Refinements to system\nimplemented.", "October 2016" ], [ "Develop e-learning", "2. Introduce and develop ITS Learning.", "1. Developing use of ITS Learning as an e-learning\nplatform.", "1. Students and staff\ntrained in use of\nplatform.\n2. Programmes of study\nimplemented on\nplatform.", "February 2017" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "Key" ], "rows": [ [ "Performance" ], [ "Indicators" ], [ "" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "Operational\nTarget", "Resources / Action", "Key\nPerformance\nIndicators", "Evidence / Review", "Review" ], "rows": [ [ "2a/3a Develop curriculum", "1. Review of KS3 curriculum: to include:\nProgression; Condensed KS3 models;\nLiteracy and Numeracy interventions;\nTeaching & Learning strategies;\nTimetabling and staffing.\n2. Provide appropriate curriculum support\nfor most / least able through timetable\nand intervention groups.", "1. Discussions with FLs and subject leaders.\n2. Review complete and reported to SLT.\n3. Creation of intervention groups in Y7, Y8 and Y9", "1. SIP includes reforms\n2. Triangulated review of\neach group involving\nperformance data, and\nfeedback from\nstakeholders.", "April 2017" ], [ "Develop Literacy", "1. Review resources and practice from\n2015/6\n2. Further develop Genre Based Pedagogy\nand other strategies.\n3. Co-ordinate faculty leaders’ development\nof GBP.", "1. Triangulated review with faculty leaders, teachers\nand students.\n2. Lesson observations.\n3. Training and discussion with faculties.\n4. Agreed amendments to schemes of work", "1. Literacy strategies\nobserved in an\nincreasing number of\nlessons.", "March 2017" ], [ "Continuity and\nprogression of KS2 to KS3\ncurriculum (English,\nMaths and Science)\nIntroduce and develop\nKS2 / KS3 transition\nLiteracy through GBP in\ntransition programme\nIntroduce and develop\nparent support sessions in\nEnglish, Maths and\nScience", "1. Develop SOW in partnership with primary\nstaff for year 6 into year 7\n2. Develop agreed marking criteria and bank\nof resources\n3. 3 BHS members of staff with responsibility\nfor transition in English, Maths and\nScience - co construct with primary\ncolleagues\n4. Attend primary subject (English, Maths\nand Science) moderation meetings\n5. Review of KS2/KS3 curriculum\n6. Develop SOW in partnership with primary\nstaff for year 6 into year 7\n7. Develop agreed criteria and bank of\nresources for year 6 and year 7\n8. Develop (co construct) with primary\ncolleagues and run GBP sessions for\nprimary staff, year 7 identified subject\nstaff\n9. Develop sessions with identified (3)\nmembers of BHS staff and run for parents\n10. Develop subject support section on school\nwebsite", "1. SOW in place, shared and reviewed by primary and\nsecondary staff\n2. Marking criteria in place, shared and reviewed by\nprimary and secondary staff\n3. Feedback forms used to inform future development\n4. Resource banks developed co constructively and\nshared\n5. Discussions with primary colleagues\n1. SOW in place, shared and reviewed by primary and\nsecondary staff\n2. Criteria in place, shared and reviewed by primary and\nsecondary staff\n3. Feedback forms used to inform future development\n4. Resource banks developed co constructively and\nshared\n5. Discussions with primary colleagues, year 7 identified\nstaff", "", "February 2017" ] ], "row_count": 3, "col_count": 5 }, { "headers": [ "Key" ], "rows": [ [ "Performance" ], [ "Indicators" ], [ "" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "Operational\nTarget", "Resources / Action", "Key\nPerformance\nIndicators", "", "Evidence / Review", "", "Review" ], "rows": [ [ "Wellbeing initiative, to\ninclude:\nMindfulness / meditation\nTherapeutic group work\nStaff wellbeing\nprogramme\nPsycho-Education\nprogramme for Year 12 &\n13\nLSS support", "1. Continuous 8 week programmes for groups of\n10 or more students, with control group.\n2. Needs led basis covering: self-esteem, anxiety,\ndepression, self-harm, sexuality, confidence &\nassertiveness, emotional intelligence.\n3. 12-16 week programme using meditation /\nmindfulness techniques.\n4. Stress management\n5. Therapeutic support for LSS staff. 4-6 weekly\nsessions offered to individual staff members.\nThis is to support ‘case management’ and staff\nwellbeing.", "1. Qualitative measures from baseline, externally\nanalysed and validated at half-termly intervals.\n2. As above.\n3. As above\n4. Evidence based measures to evaluate effectiveness\n5. Feedback forms used to gather insight and inform\nfuture development. Quantative measures completed\nanonymously.", "", "1. Improvement in\npsychological wellbeing.\n2. As above + reduction in\nlong term use of\nlistening service.\n3. On-going monitoring of\nstatistical evidence &\nfeedback\nquestionnaires.\n4. As above.\n5. Feedback indicates\nimproved morale,\nresilience and job-\nsatisfaction.", "", "Final review February\n2017" ], [ "Development of careers\nadvice and guidance", "1. Develop whole school CEIAG policy in light of\nchanges to IOM framework.\n2. Develop CEIAG section on school website.\n3. Complete Intermediate certificate for\nInvestors in Careers award.\n4. Develop schemes of work for CEIAG in Key\nStage 3 and Key Stage 4.", "1. Policy completed, reviewed by LT and shared with\nstaff.\n2. Section of website developed and launched.\n3. Statistical analysis of page ‘hits’.\n4. Intermediate certificate submitted for external\nverification by IIC body.\n5. SOW in place, reviewed by staff and students.", "", "1. School Policy.\n2. School website.\n3. Feedback and\ncertificate from IIC.\n4. SOW\n5. Feedback from staff and\nstudents about SOW.", "", "Review February 2017\nCompletion June 2018" ], [ "Strategic development of\nStudent Voice", "1. Develop student voice to encompass\ndevelopment of curriculum, learning and\nteaching, and pastoral provision.", "1.\n2.", "Student voice develops from operational to strategic", "1.", "Monitoring through", "Review July 2017" ], [ "", "", "", "imperatives.", "", "student council", "" ], [ "", "", "", "Student voice informs school planning and", "", "meetings, student", "" ], [ "", "", "", "development.", "", "surveys and interviews.", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "Develop whole school CEIAG policy in light of" ], "rows": [ [ "changes to IOM framework." ], [ "Develop CEIAG section on school website." ], [ "Complete Intermediate certificate for" ], [ "Investors in Careers award." ], [ "Develop schemes of work for CEIAG in Key" ], [ "Stage 3 and Key Stage 4." ] ], "row_count": 6, "col_count": 1 }, { "headers": [ "Policy completed, reviewed by LT and shared with" ], "rows": [ [ "staff." ], [ "Section of website developed and launched." ], [ "Statistical analysis of page ‘hits’." ], [ "Intermediate certificate submitted for external" ], [ "verification by IIC body." ], [ "SOW in place, reviewed by staff and students." ] ], "row_count": 6, "col_count": 1 }, { "headers": [ "School Policy." ], "rows": [ [ "School website." ], [ "Feedback and" ], [ "certificate from IIC." ], [ "SOW" ], [ "Feedback from staff and" ], [ "students about SOW." ] ], "row_count": 6, "col_count": 1 }, { "headers": [ "Operational\nTarget", "Resources / Action", "Key\nPerformance\nIndicators", "Evidence / Review", "Review" ], "rows": [ [ "Further development of\nSIMS / EMS", "1. Develop use of progress grids\n2. Further development of chance and result\nanalysis\n3. Reading and spelling ages in SIMS\n4. Creation of risk groups and new students\n5. Audit of SIMS data entry quality from last\nyear", "1. Training undertaken\n2. Sample data explored by FL and SLT.\n3. Relevant data collected and input to SIMS\n4. Nature and scope of audit determined and audit\nundertaken.\n5. Report and recommendations to SLT.", "SIMS data\nAudit plan\nEvidence presented to SLT", "February 2017" ], [ "Relevant and targeted\ntraining for ITT/NQT and\nnew staff\nSupport curriculum\ndevelopment through\ntraining – emphasis on\nKS3", "1. Develop menus for client groups\n2. Programme to exchange best practice.", "1. Menu of appropriate training opportunities\nproduced.\n2. Places allocated.\n3. Best practice included in revised schemes of work.", "External reports on ITT and\nNQT\nObservation and feedback\nforms.\nSchemes of work.", "March 2017" ], [ "Health & Safety", "1. Work towards validation by approved\nagency", "1. Establish benchmarks for qualification.\n2. Complete action plan for implementation.\n3. Cost and select validating organisation.\n4. Submit proposals for SLT approval and agreed\ntimescale.", "Report to SLT.", "March 2017" ], [ "Review Leadership roles", "1. Negotiate roles to allow appropriate\ndevelopment and effective use of skills.", "1. Review of SLT roles and responsibilities completed.\n2. Individual and shared responsibilities agreed.", "Posts operational", "September 2016" ], [ "Risk Management", "1. Identify and prioritise contingencies and\nplan to meet them.\n2. Implement termly review cycle.", "1. Risk register completed.\n2. Review arrangements published.", "Compliance with\ngovernment financial\nregulations.", "December 2016" ], [ "Staffing Structure", "1. Review of temporary and part-time\nemployees.\n2. Consolidation of roles into full-time posts\nwhere appropriate.", "1. New posts agreed and advertised.", "Post holders appointed.", "January 2017" ], [ "Freedom of Information", "1. Development of protocols to meet\nrequirements of FoI legislation.\n2. Staff training / awareness raising.", "1. Protocols for FoI aligned with ICT policy and data\nprotection regulations.\n2. Staff advice sheet published and available.", "Documents published.", "March 2017" ], [ "Review accommodation", "1. Review accommodation to ensure most\nefficient use of space.", "1. Explore viability of providing more meeting /\nconsultation rooms.\n2. Progress any required minor works.", "Report to SLT.\nChanges actioned.", "September 2016" ], [ "", "1. Transfer policies, protocols, bulletins and\ninternal communication to a single", "1. ITS Learning in general use for staff", "", "" ] ], "row_count": 9, "col_count": 5 }, { "headers": [ "", "Major strategic", "", "Nature of direction/activity", "", "", "Key outcomes", "", "", "Timescale", "", "", "Cost", "Oversight" ], "rows": [ [ "", "themes/areas", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "1. Innovation", "1. Innovation", "", "", "Reengineer staffing and", "", "Develop appropriate staffing capability & capacity to support a\nschool of approx. 800 students, whilst supporting other themes", "", "", "O&S", "", "", "", "" ], [ "", "", "", "", "curriculum to meet new", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "challenges", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "Ensure all new A-Level, iGCSE\nand equivalent courses have\nbeen planned and resourced", "", "", "Develop a range of external exam courses ready for first teaching in\n2015/16 or 2016/17, depending on subject", "", "", "O", "", "", "", "" ], [ "", "", "", "", "Effective teaching & learning", "", "", "Most appropriate approaches to Theme 1, created through linking", "", "S", "", "", "", "" ], [ "", "", "", "", "solutions", "", "", "new knowledge from learning sciences, best use of resources and", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "staff", "", "", "", "", "", "" ], [ "", "", "", "", "Invigorate teaching and", "", "", "Establish a culture of continuous reflection and refinement of the", "", "", "", "", "", "" ], [ "", "", "", "", "learning", "", "", "craft of teaching", "", "", "", "", "", "" ], [ "", "", "", "Become a ‘Learning\nPowered’ school", "", "", "CRHS has the necessary embedded characteristics of high quality\nlearning experiences. Focus on improved learning processes for and\nby students, better outcomes and potential barriers to learning\nunderstood and addressed", "", "", "S", "", "", "", "" ], [ "", "2. Developing a", "", "Key Stage 3 results", "", "", "Maintaining attainment levels above IOM averages, improved levels\nof progress (LOP) from KS2-3, improved moderation of KS3 TA", "", "", "O&S", "", "", "", "" ], [ "", "success & high", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "achievement", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "culture", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "Key Stage 4 results", "", "", "Improved attainment figures – 60+% for 5A*-C (EM) each year,\nimproved LOP from KS2-4", "", "", "O&S", "", "", "", "" ], [ "", "", "", "Key Stage 5 results", "", "", "", "Improved attainment figures – A*-B and average UCAS points per", "", "O&S", "", "", "", "" ], [ "", "", "", "", "", "", "", "entry,", "", "", "", "", "", "" ], [ "", "", "", "Raise standards of ‘Literacy\nfor Life’", "", "", "Improved student communication skills at all Key Stages", "", "", "O&S", "", "", "", "" ], [ "", "", "", "Know our impact", "", "", "", "Develop in-house expertise in monitoring/evaluation", "", "", "S", "", "", "" ], [ "", "", "", "", "", "", "", "Annual self-evaluation model and processes", "", "", "O", "", "", "" ] ], "row_count": 21, "col_count": 14 }, { "headers": [ "", "Major strategic", "", "Nature of direction/activity", "", "", "Key outcomes", "", "", "Timescale", "", "", "Cost", "Oversight" ], "rows": [ [ "", "themes/areas", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "Increased use of CRHS performance data", "", "O&S", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "3. Leadership &\nGovernance", "", "", "Develop the leaders of the\nfuture", "", "", "Programme of innovative development opportunities –\ninternal and external established for all staff", "", "", "O&S", "", "", "", "" ], [ "", "", "", "", "LT, responsibility point", "", "Active participation in leadership and management activities for all\nsenior/experienced staff", "", "", "O", "", "", "", "" ], [ "", "", "", "", "holders & UPS colleagues to", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "be active in school networks", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "Increase governor\nparticipation in running of the\nschool", "", "", "Networks with governor involvement developed, governor interest\nencouraged. Involve governors in the monitoring and quality\nassurance of teaching and learning. Enable mainscale, middle\nleaders and TLR3 holders report back to Governors. Include\nGovernors in the interviewing process for promoted post holders.", "", "", "S", "", "", "", "" ], [ "", "4. Partnerships", "", "", "Pastoral Support", "", "", "Develop and extend care, guidance & support systems", "", "", "O&S", "", "", "" ], [ "", "", "", "Build home/community links", "", "", "Set up a parental forum and collect parent voice evidence\nBring in external/industry support for certain aspects of teaching\nand learning\nFurther our links and communication with our associated primary\nschools\nCreate and maintain relationships with former students to showcase\npathways and to capitalize on their success", "", "", "O\nO&S\nO&S", "", "", "", "" ], [ "", "", "", "Student Voice", "", "", "", "Develop and extend student involvement in school improvement", "", "O&S", "", "", "", "" ], [ "", "", "", "", "", "", "", "Enable STL to be creative in their use of pupil voice. Use feedback to", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "inform Subject Development Plans and SDP. Include student panel in", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "interview process. Move School Council towards strategic planning", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "and away from purely operational functions.", "", "", "", "", "", "" ], [ "5. School learning\nenvironment", "", "", "Complete 2015/16\nrefurbishment programme.\nCreate a motivating learning\nenvironment", "", "", "Labs 5 & 6 redeveloped\nBoys SPHA changing modernized\nDevelop curiosity, awe and wonder", "", "", "O", "", "", "", "" ], [ "", "", "", "", "Submit business cases for the", "", "", "Clear plan of learning environment improvements and priorities", "", "", "O", "", "", "" ], [ "", "", "", "", "next stage of CRHS minor", "", "", "submitted to DoI", "", "", "", "", "", "" ] ], "row_count": 18, "col_count": 14 }, { "headers": [ "", "Major strategic", "", "Nature of direction/activity", "Key outcomes", "", "", "Timescale", "Cost", "Oversight" ], "rows": [ [ "", "themes/areas", "", "", "", "", "", "", "", "" ], [ "", "", "", "capital to DoI", "", "Further development to existing school building as central funding", "", "S", "", "" ], [ "", "", "", "", "", "becomes available", "", "", "", "" ], [ "", "", "", "Continue to canvas for new\nschool building\nDesign a 21st century teaching\nand learning focused school\nfor the future", "New school designed and built", "", "", "FT", "", "" ] ], "row_count": 4, "col_count": 10 }, { "headers": [ "What is to be done?", "What has to happen?", "Who will\nlead/be\ninvolved?", "Timescale", "Costs(High/Medium/Low)\n/Training/Resource\nimplications", "Success criteria:\nEvidence", "Success criteria:\nImpact", "Review", "", "" ], "rows": [ [ "To remodel the staffing\nstructure of the school to\nreflect a falling\nroll/budget and an\nongoing student\npopulation of less than\n800 (O & S)\nThe remodel the staffing\nstructure to reflect the\nneeds of the students and\nthe new school priorities,\nwithin strict budget\nconstraints", "Review of current\ncurriculum & associated\nstaffing, identification of\npossible savings\nModel different options\nin terms of associated\ncosts and potential\nimpact on progress (O)\nImplement new model to\nbest fit a school roll of\napprox. 800 students (S)\nAudit school priorities\nand identify areas of\nneed. Other short term\nTLRs to address needs\nand review annually.", "LT,", "End of financial\nyear 2014/15 into\nnew financial\nyears 2015/16,\n2016/17,\n2017/18. Speed of\nremodelling will\nbe dependent on\nschool roll/budget\nfluctuations.", "High - Staff time, particularly\nHT, and Business Manager", "Updated curriculum\nfrom September 2016\nand again 2017.\nStaff teaching\ncapacity used more\nefficiently.\nPeople’s views – team\nmeetings at all levels.\nObservation –\nprogress reports to\ngovernors.", "Quantitative Data -\nschool finance\nfigures.\nSchool under less\nbudget pressure, %\ncommitted towards\nstaffing decreases\nfrom current +86%", "", "Budget discussions with", "" ], [ "", "", "", "", "", "", "", "", "DEC in December 2015,", "" ], [ "", "", "", "", "", "", "", "", "again in 2016. Curriculum", "" ], [ "", "", "", "", "", "", "", "", "and timetable planning", "" ], [ "", "", "", "", "", "", "", "", "session for 2016/17", "" ], [ "", "", "", "", "", "", "", "", "begun. Process repeated", "" ], [ "", "", "", "", "", "", "", "", "in for 2017/18.", "" ], [ "", "", "", "", "", "", "", "", "Particular focus on staffing", "" ], [ "", "", "", "", "", "", "", "", "model, A-level offer and", "" ], [ "", "", "", "", "", "", "", "", "collaboration", "" ], [ "", "", "", "", "", "", "", "", "arrangements, subject", "" ], [ "", "", "", "", "", "", "", "", "areas where recruitment", "" ], [ "", "", "", "", "", "", "", "", "of specialist staff is", "" ], [ "", "", "", "", "", "", "", "", "difficult.", "" ], [ "", "", "", "", "", "", "", "", "Good examples –", "" ], [ "", "", "", "", "", "", "", "", "recruitment of graduate", "" ], [ "", "", "", "", "", "", "", "", "trainees in several subject", "" ], [ "", "", "", "", "", "", "", "", "areas, investigation into", "" ], [ "", "", "", "", "", "", "", "", "the BCS qualification for", "" ], [ "", "", "", "", "", "", "", "", "KS3 IT.", "" ] ], "row_count": 20, "col_count": 10 }, { "headers": [ "Process began in 2015/16.", "", "", "", "" ], "rows": [ [ "Initially single appraisal", "", "", "", "" ], [ "group led by LT. Focus on", "", "", "", "" ], [ "‘Itslearning’ had limited", "", "", "", "" ], [ "impact.", "", "", "", "" ], [ "More momentum in", "", "", "", "" ], [ "2016/17 when post", "", "", "", "" ], [ "validation, report gave", "", "", "", "" ], [ "clear direction to T&L as a", "", "", "", "" ], [ "priority for the school. All", "", "", "", "" ], [ "staff appraisal target that", "", "", "", "" ], [ "year. T&L team formed", "", "", "", "" ], [ "and their ideas and good", "", "", "", "" ], [ "practice became", "", "", "", "" ], [ "increasingly embedded.", "", "", "", "" ], [ "External expertise (", "", "", "", "" ], [ "", "", "", "", "" ], [ "", "", "", "", "" ], [ "", "", "", "", "" ] ], "row_count": 18, "col_count": 5 }, { "headers": [ "What is to be done?", "What has to happen?", "Who will\nlead/be\ninvolved?", "Timescale", "Costs(High/Medium/Low)\n/Training/Resource\nimplications", "Success criteria:\nEvidence", "Success criteria:\nImpact", "Review" ], "rows": [ [ "Introduce ItsLearning as\nthe DEC preferred\nplatform", "Promote to staff and\nshowcase good practice,\ngradually moving from\nthe diverse practice and\nsystems used to a more\nstreamlined hub", "", "", "", "", "", "" ], [ "Develop colleagues’\npedagogical knowledge\non developments in\nlearning and specific\nsubject knowledge\nrelated to their own\nteaching.", "CPD opportunities form a\nmenu of sessions and\nactivities.\nIncreased rigour in the\nappraisal process; target\nsetting, interim and full\nreview.", "LT, T&L team,\nCPD\nresponsibility\npoint holders,\nteaching staff", "O & S", "High – CPD budget likely to be\nunder increased pressure.\nVariable – costs for UK\ncourses are high, however\nFINSET cascading of best\npractice gives opportunities\nfor dissemination.", "Direct Observation -\nLesson observations\nin 2015/16 show new\npractice.\nFACE Engagement\nfocus in 2016/17\nvisible in lessons.\nDocuments - meeting\nrecords and other\nsources such as\nappraisal evidence\nshow successful take-\nup of INSET, FINSET &\nother training\nopportunities", "End of year CPD\nreview from staff\nshows positive\nviews on CPD.", "iGCSE training in\nSeptember 2015\nINSET to introduce\n‘Teaching Backwards’\nCPD subject specific\nBuy Lesson Box\nFINSETs Classroom Craft\nand Quizlet\ntraining a\nsmall group as part of\n‘Outstanding Teaching\nIntervention’ programme\nwith selected staff over\n2016/2017" ], [ "Create a coaching culture\nwhereby staff support\neach other’s professional\ndevelopment. Promote\nSRE for every teacher", "Establish a system of\nongoing observations of\ncolleagues by colleagues\nto learn from each other.\nEstablish a bookable CPD\nand training room,\nresourced with current\nlibrary", "Open Doors\nteam of\nvolunteers", "", "Possible cover", "", "", "" ], [ "Movement towards CRHS\nbeing ‘learning powered’", "Development of\nimproving reading power\ninitiative for Year 7\nstudents (O).\nLessons become dual\npurpose, balance\nbetween content and\nlearning skills/habits (O)", "LT, all staff", "FT – to realise\nfully.\nEarly strands O\nand then S.", "Medium (although potentially\nvariable) – meeting time, staff\ntraining, teaching &\ncurriculum time, resources.", "Quantitative Data –\nReading ages for\nthose most behind\ntheir chronological\nage at the start of\nYear 7 improve.\nDirect Observation –\n6R’s used more", "Students clear\nabout the learning\nhabits and\nprocesses they\npossess, and those\nthey need to\ndevelop. Student\neffort and progress", "Boosting reading potential\ninitiative re-launched in\n2015/16.\nAll students identified\nthrough standard reading\ntest in Year 7, years old +\nno SEN status." ] ], "row_count": 4, "col_count": 8 }, { "headers": [ "iGCSE training in", "" ], "rows": [ [ "September 2015", "" ], [ "INSET to introduce", "" ], [ "‘Teaching Backwards’", "" ], [ "CPD subject specific", "" ], [ "Buy Lesson Box", "" ], [ "FINSETs Classroom Craft", "" ], [ "and Quizlet", "" ], [ "", "training a" ], [ "small group as part of", "" ], [ "‘Outstanding Teaching", "" ], [ "Intervention’ programme", "" ], [ "with selected staff over", "" ], [ "2016/2017", "" ] ], "row_count": 13, "col_count": 2 }, { "headers": [ "Boosting reading potential" ], "rows": [ [ "initiative re-launched in" ], [ "2015/16." ], [ "All students identified" ], [ "through standard reading" ], [ "test in Year 7, years old +" ], [ "no SEN status." ] ], "row_count": 6, "col_count": 1 }, { "headers": [ "What is to be done?", "What has to happen?", "Who will\nlead/be\ninvolved?", "Timescale", "Costs/Training/Resource\nimplications", "Success criteria:\nEvidence", "Success criteria:\nImpact", "Review", "", "", "", "" ], "rows": [ [ "Ensure CRHS\nremains above the\nIOM average for all\nthe main KS3 & 4\nbenchmarks; 5A*-C,\n5A*-C(EM), Level 5+\nand Level 6+ in core\nsubjects at KS3.\nImprove A*-B at A2\nand average UCAS\npoints score per\nstudent. (O & S)", "Detailed review and analysis of\neach cohort’s external exam\ndata. Focus on performance\nagainst estimates/targets,\nIdentification of trends and\nagreeing whole school strategies\nfor improvement (O)\nUtilise the ‘flight paths’ across all\nKey Stages. Build flight paths into\ntracking and reporting systems.", ", LT", "First draft\ncompleted for\nINSET days\nSeptember 2015,\nsubsequent\ndetail added\nduring remainder\nof first half-term", "Medium - Time during summer\nholiday", "Quantitative data -\nWhole school exam\nresults and review\ndocument/\nPresentations.\nExam review for\ngovernors\nPeople’s views - Further\ndetailed work done\nwith middle leaders\nthrough\nLT /SLs/KSLs", "All staff aware of exam\nsuccesses and areas for\ndevelopment. Continuous\nimprovement in school\nheadline figures", "", "Use of 4matrix", "", "", "" ], [ "", "", "", "", "", "", "", "", "improved exam", "", "", "" ], [ "", "", "", "", "", "", "", "", "data analysis in", "", "", "" ], [ "", "", "", "", "", "", "", "", "August-September", "", "", "" ], [ "", "", "", "", "", "", "", "", "2015.", "", "", "" ], [ "", "", "", "", "", "", "", "", "Business case", "", "", "" ], [ "", "", "", "", "", "", "", "", "written with GTS,", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "SLs have met with", "", "", "" ], [ "", "", "", "", "", "", "", "", "", ".", "", "" ], [ "", "", "", "", "", "", "", "", "New data", "", "", "" ], [ "", "", "", "", "", "", "", "", "summaries", "", "", "" ], [ "", "", "", "", "", "", "", "", "available.", "", "", "" ], [ "", "", "", "", "", "", "", "", "War Wall in the", "", "", "" ], [ "", "", "", "", "", "", "", "", "staffroom.", "", "", "" ], [ "", "Individual subject/Key Stage\nreview meetings with LT & staff\nleader. Identification of trends\nand strategies for improvement.\nRegular reviews at subsequent LT\nline management meetings (O)", ", LT line\nmanager,\neach\nsubject\nleader", "Meetings\ncompleted in the\nfirst half-term.", "Medium - Approx. a lesson for\neach subject area and KS – 15\nlessons worth of meeting time\n+ prep. of each individual\nsubject/area report", "Documents – minutes\nfrom eacxh\nDirect Observations -\nAction point minutes\nfrom each end of year\nreview & each half-\ntermly LT line\nmanagement meeting.\nTo include action points\nand timescales.", "More effective targeting of\nindividual pupil groups,\nleading to improved\nresults (particularly in\nrelation to KS2 ability\ngroup conversion %)", "First round of\nresults meetings\ncompleted in\nAutumn 2015.\nMeetings\nembedded\nannually.\nCompleted in\nAutumn 2016.", "First round of", "", "", "" ], [ "", "", "", "", "", "", "", "", "results meetings", "", "", "" ], [ "", "", "", "", "", "", "", "", "completed in", "", "", "" ], [ "", "", "", "", "", "", "", "", "Autumn 2015.", "", "", "" ], [ "", "", "", "", "", "", "", "", "Meetings", "", "", "" ], [ "", "", "", "", "", "", "", "", "embedded", "", "", "" ], [ "", "", "", "", "", "", "", "", "annually.", "", "", "" ], [ "", "", "", "", "", "", "", "", "Completed in", "", "", "" ], [ "", "", "", "", "", "", "", "", "Autumn 2016.", "", "", "" ], [ "", "Setting of aspirational yearly and\nend of KS targets within each\nsubject area.\nLevels of progress and KS2\nquintiles to inform and review.\nDefine and establish different\nintervention groups, e.g. those\nrequiring assertive mentoring\nfrom LT/KS pastoral staff,\nadditional support in certain core\nsubjects, reduced no. of", "LT, ,\neach\nsubject\nleader,\nteaching\nstaff", "First half-term.\nIntervention\ngroups to run\nfrom November\nthrough to May.", "Medium - Data analysis time\nKS4 pastoral tem to\ninterrogate data, work out\nbest pathway & suitable\ninterventions", "People’s views - Each\nstudent & their\nparent(s) are made\naware of targets.\nQuantitative Data -\nProgress towards\ntargets is monitored\nregularly using internal\ndata.", "VA indicators improve.\nProgress measures\nimprove", "New target setting\napproach\ninvestigated and\nimplemented\nduring Autumn\nTerm 2015.\nMovement away\nfrom CEM data.\nJesson Quintiles\nand flight-paths", "", "", "", "" ] ], "row_count": 25, "col_count": 12 }, { "headers": [ "New target setting" ], "rows": [ [ "approach" ], [ "investigated and" ], [ "implemented" ], [ "during Autumn" ], [ "Term 2015." ], [ "Movement away" ], [ "from CEM data." ], [ "Jesson Quintiles" ], [ "and flight-paths" ] ], "row_count": 9, "col_count": 1 }, { "headers": [ "What is to be done?", "What has to happen?", "Who will\nlead/be\ninvolved?", "Timescale", "Costs/Training/Resource\nimplications", "Success criteria:\nEvidence", "Success criteria:\nImpact", "Review", "", "" ], "rows": [ [ "", "GCSEs/exam entries,\nbefore/after school support\nclasses, controlled assessment\ncatch-up etc (O)", "", "", "", "Direct Observation - Set\noption ‘pathways’\nestablished at KS4", "", "used to formulate\ntargets.", "", "" ], [ "", "Establish and publish a support\nprogramme to include a different\napproach to KS4 options,\n‘pathways’ (S)", "LT, SLs, KSLs", "Year 9 cohort in\n2015/16, then\nongoing", "Medium - Meeting time", "Direct Observation -\nWell planned courses\nand structured lessons\nwhich meet needs of\nstudents.\nQuantitate Data - CRHS\nGCSE average entry\nfigure to drop from\ncurrent 9.8", "Students in the best\npossible subjects and\nqualification routes for\ntheir individual needs.", "", "SQA qualifications", "" ], [ "", "", "", "", "", "", "", "", "part of offer", "" ], [ "", "", "", "", "", "", "", "", "College route –", "" ], [ "", "", "", "", "", "", "", "", "Retail, Salon", "" ], [ "", "", "", "", "", "", "", "", "Services,", "" ], [ "", "", "", "", "", "", "", "", "Engineering", "" ], [ "", "", "", "", "", "", "", "", "ASDAN, CoPE", "" ], [ "", "", "", "", "", "", "", "", "22 students", "" ], [ "", "", "", "", "", "", "", "", "identified as being", "" ], [ "", "", "", "", "", "", "", "", "in bottom quintile", "" ], [ "Development of\nAssessment,\nRecording and\nReporting systems\n(O)", "Review current practice,\nincluding each year group’s data\ninput points, current reports and\ntracking schedule and\ninformation (O).\nEstablish priorities for\ndevelopment, to include; new\nwhole school assessment policy,\nsimplified KS3 reporting, use of\nwhole school attitude to learning\ngrade & descriptors across all\nyear groups, introduction of\ncurrent or latest assessment\ngrade for all subjects across both\nKS4 and KS5 data collection\npoints (O).\nIncorporate flight paths, 6R+ and\nself-assessment elements into\ntracking and reporting systems", "LT, teaching\nstaff", "2015/16", "Medium - Meeting time", "Direct Observation -\nUpdated whole school\nassessment protocol\nUpdated assessment\ncalendar, reflects new\niGCSE timescale.\nPeople’s views - New\nstyle of reports\nintroduced after\nconsultation for Year 7\nin 2016.\nDocuments - Use of\ncommon effort grades\nand descriptors", "Students and parents will\nhave a more realistic view\nof the current position,\ngenuine ‘current level of\nperformance’ grade.\nMaintain the challenge of\na relatively high estimated\ngrade.", "New Assessment\npolicy launched in\nAutumn Term\n2015.\nClosing the gap\nAppraisal group\nformed", "New Assessment", "" ], [ "", "", "", "", "", "", "", "", "policy launched in", "" ], [ "", "", "", "", "", "", "", "", "Autumn Term", "" ], [ "", "", "", "", "", "", "", "", "2015.", "" ], [ "", "", "", "", "", "", "", "", "Closing the gap", "" ], [ "", "", "", "", "", "", "", "", "Appraisal group", "" ], [ "", "", "", "", "", "", "", "", "formed", "" ], [ "To continue with\nour movement\ntowards 3 levels of\nprogress as the\nexpected norm for", "Review levels of progress for\neach Year 11 cohort from their\nexternal exam results. Data to be\navailable for whole cohort,\ngender split, subject", ", LT,\nSENCO", "Complete in first\nform for INSET\ndays Each\nSeptember", "Low – part of annual exam\nreviews already, needs\nrevisiting more often.", "Quantitative Data - LOP\ndata available for each\ncohort from summer of\n2015 onwards.", "3 LOP target achieved by\nmore students in each\nyear 11 cohort. Pupil\nprogress improves lower\ndown the school,", "Progress data from\nKS2 entry used for\nthe first time in\n2015.", "", "" ] ], "row_count": 19, "col_count": 10 }, { "headers": [ "Progress data from" ], "rows": [ [ "KS2 entry used for" ], [ "the first time in" ], [ "2015." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "What is to be done?", "What has to happen?", "Who will\nlead/be\ninvolved?", "Timescale", "Costs/Training/Resource\nimplications", "Success criteria:\nEvidence", "Success criteria:\nImpact", "Review", "", "" ], "rows": [ [ "all students from\nKS2-4 (O).", "performance and smaller pupil\ngroups such as SEN, FSM, LAC\n(O).", "", "", "", "LOP data available for\neach subject area, clear\ncomparisons made\nbetween subject and\nwhole school\nperformance.\nPeople’s views –\ninterviews with\nindividual pupils and\nparents, team meetings\n& progress working\nparty.\nDirect Observation -\nProgress tracking is\navailable for each year\ngroup, clear procedures\nfor those above, on,\nand below target.", "evidenced by clear internal\ntracking.", "Jesson Quintiles\nused.", "", "" ], [ "", "Regular checks on progress after\neach data collection for each\nyear group (O).\nIncreased use of SIMS and\n4Matrix software by teaching\nstaff (S)", "STLs,\nKSLs, LT,\nteaching\nstaff", "Ongoing\nthroughout each\nyear.", "Low – as above", "As above", "As above", "", "4Matrix business", "" ], [ "", "", "", "", "", "", "", "", "case written for", "" ], [ "", "", "", "", "", "", "", "", "GTS", "" ], [ "", "", "", "", "", "", "", "", "4Matrix available", "" ], [ "", "", "", "", "", "", "", "", "in school, although", "" ], [ "", "", "", "", "", "", "", "", "staff need training", "" ], [ "", "", "", "", "", "", "", "", "on the use of it.", "" ], [ "", "Update whole school lesson\nobservation paperwork and\nassociated systems. Strike a\nbalance between information\nrequired for appraisal and focus\non student progress (O)", "LT,\npromoted\npost\nholders/\nappraisers", "Change to\nobservation\nprotocol in\n2015/16.\nReviewed the\nsame year.", "Medium – meeting time,\nwould need to include all\nteaching colleagues", "Documents- New\nlesson observation\nsystem that focusses on\n‘progress’\nPeople’s views – new\nobservation paperwork\nand criteria discussed\nand minuted in\nmeetings.", "Coaching approach to\nlesson observation. LT to\ntrial and refine a new\napproach. New\nobservation model will\nmove away from\ntraditional ‘sitting at the\nback of the class with a\nclipboard’ towards a\ndiscussion with the\ncolleague being observed\nand students in the class.", "Initial ideas shared\nat LT meetings in\nAutumn Term\n2015/16.\nNew ‘Progress’\npaperwork\ndesigned and\ntrialled.", "Initial ideas shared", "" ], [ "", "", "", "", "", "", "", "", "at LT meetings in", "" ], [ "", "", "", "", "", "", "", "", "Autumn Term", "" ], [ "", "", "", "", "", "", "", "", "2015/16.", "" ], [ "", "", "", "", "", "", "", "", "New ‘Progress’", "" ], [ "", "", "", "", "", "", "", "", "paperwork", "" ], [ "", "", "", "", "", "", "", "", "designed and", "" ], [ "", "", "", "", "", "", "", "", "trialled.", "" ] ], "row_count": 16, "col_count": 10 }, { "headers": [ "What is to be done?", "What has to happen?", "Who will\nlead/be\ninvolved?", "Timescale", "Costs, Training,\nResource\nimplications", "Success criteria:\nEvidence", "Success criteria:\nImpact", "Review", "", "", "", "", "" ], "rows": [ [ "Improve the school’s\nability to self-review,\ngreater focus on our\nimpact (S)", "Implement our own SSRE annual\ncalendar\nEcho SSRE sections in our own\nreview systems\nFeed-in to annual SIDP update", "LT, Subject\nLeaders, KSLs", "O & S", "Medium –\nMeeting Time", "People’s views – LDE focus on\nself-evaluation.\nDocument - SSRE annual\ncalendar. SSRE progress\nupdates to governors.", "Improved understanding\nof staff impact on learning\nthroughout the school.\nHolistic view of ‘quality’ at\nCRHS with different inputs\n& consistent evaluation.", "", "SSRE broken down", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "into constituent", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "questions/areas for", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "middle leaders in", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "Autumn 2015, (pre-", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "validation) replies", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "collated.", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "Exam analysis", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "meetings focus more", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "on SSRE Framework.", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "Monitoring calendar", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "updated for LT to", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "focus more on the", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "SSRE Framework.", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "to attend", "" ], [ "", "", "", "", "", "", "", "", "training on the new", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "Framework in", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "Autumn 2016.", "", "", "", "" ], [ "Consistent and high\nexpectations across\nthe school for all\npupils’ literacy levels\n(S)", "To further develop our whole\nschool approach to\nliteracy/communication for life,\nimplementation of a specific\nliteracy action plan, driven by a\nliteracy development group\ncomprising of colleagues who have\nidentified this as an area of their\nappraisal focus (O & S)", ", LT, Literacy\ndevelopment\ngroup, all staff", "O & S", "Medium –\nMeeting time &\nresources (lit kits\nfor each\nclassroom,\nWALT & WILF\nfigures)", "Direct Observation - Book\ntrawls & lesson\ndipping/observations to\ninclude aspects of literacy.\nParticipation in extra-\ncurricular literacy provision\ne.g. News Wall, Southern\nChronicle and Debating.\nQuantitative Data - tracking\nof key groups such as\n‘average’ boys", "Student awareness &\nconfidence of\nliteracy/communication\nskills improves\nImproved scaffolding of\nwritten work\n(WILF/WAGOLL)\nImproved quality of\nteacher feedback\nWiden staff contribution\nto raising standards of R,\nW, S&L\nNarrow the performance\ngap e.g. ‘average’ boys", "Whole school\nintroduction of WILF\nand WAGGOLL,\nnumerous literacy-\nbased clubs, LitKit’s\nfor every room,\nLiteracy Steps going\nout every week\nWILF & WAGOLL\nsuccessfully\nembedded.", "Whole school", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "introduction of WILF", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "and WAGGOLL,", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "numerous literacy-", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "based clubs, LitKit’s", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "for every room,", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "Literacy Steps going", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "out every week", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "WILF & WAGOLL", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "successfully", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "embedded.", "", "", "", "" ], [ "Review, evaluate and\nredevelop all schemes\nof work, priority given\nto ensuring clarity and", "Subject areas to have complete\nschemes of work for all new exam\ncourses (O)", "LT subject line\nmanagers,\nSubject leaders,\nsubject", "Ongoing,\nnew IGCSE\nplanning\nbegan in", "High – teacher\ntime &\ncurriculum\ndevelopment", "Documents - New schemes of\nwork available.\nDirect Observation – Lesson\nObservations in 2015/16 will", "Teachers ready to deliver\nnew courses.", "", "Subjects that began", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "first teaching new", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "courses in 2015/16,", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "observed and", "", "", "", "" ] ], "row_count": 33, "col_count": 13 }, { "headers": [ "What is to be done?", "What has to happen?", "Who will\nlead/be\ninvolved?", "Timescale", "Costs/Training/Resource\nimplications", "Success criteria:\nEvidence", "Success criteria:\nImpact", "Review", "", "" ], "rows": [ [ "To develop our primary\ntransition partnership\nworking", "Less ‘loss of learning’\nfrom Year 6 into 7.\nMake more use of\nparents a point of\ncontinuity\nBest pieces of primary\nlearning used as agreed\nstarting points at CRHS\nTarget those primary\npupils most at risk of\nlearning to fail; establish\ntheir interests and\nprovide more support in\nthe basics.\nStart Year 7 earlier in\nthe Summer Term (S,\nFT)\nEstablish a ‘primary\nroom’ to that associated\nprimary schools can visit\nwith minimum pre-\narrangement, to look\nat rooming with . (S)\nAppraisal group of 6\ntransition.\nExchange of teachers\nand older pupils\nworking in primary\nschools (FT) Similar\nexchange of Primary\ncolleagues into\nSecondary (Very FT)", ", LT, TLR3\npoint\nholder,\nselected\nstaff", "O & S", "High/Medium – TLR3 post, meeting\ntime, potential cover costs to allow\nCRHS staff to work in associated\nprimary schools", "Quantitative Data –\nbetter correlation\nbetween KS2 levels and\ninitial Year 7\nassessments. Pupil\nprogress measures from\nend of Year 6 to end of\nYear 7. Year 7 intake\nnumbers optimised.\nDirect Observation –\nCRHS colleagues teaching\nin primaries, working\nalongside primary\ncolleagues.\nDocuments – Job\ndescription for TLR3\nprimary transition holder.\nPeople’s Views – more\ndiscussion between\nprimary and secondary\ncolleagues on ‘levels of\nprogress’. Collection and\nreview of pupil &\nparental views on\ntransition.", "Pupils experience a better\ntransition from primary to\nsecondary education.", "", "TLR 3 primary", "" ], [ "", "", "", "", "", "", "", "", "transition point", "" ], [ "", "", "", "", "", "", "", "", "holder appointed", "" ], [ "", "", "", "", "", "", "", "", "– Dec. 2015", "" ], [ "", "", "", "", "", "", "", "", "ITSLearning as", "" ], [ "", "", "", "", "", "", "", "", "shared point of", "" ], [ "", "", "", "", "", "", "", "", "contact between", "" ], [ "", "", "", "", "", "", "", "", "CRHS & APS.", "" ], [ "", "", "", "", "", "", "", "", "Learning walks", "" ], [ "", "", "", "", "", "", "", "", "started in March", "" ], [ "", "", "", "", "", "", "", "", "2016.", "" ], [ "", "", "", "", "", "", "", "", "Planning on", "" ], [ "", "", "", "", "", "", "", "", "needs led basis", "" ], [ "", "", "", "", "", "", "", "", "CRHS staff visits.", "" ], [ "", "", "", "", "", "", "", "", "Lessons delivered", "" ], [ "", "", "", "", "", "", "", "", "in line with", "" ], [ "", "", "", "", "", "", "", "", "primary school", "" ], [ "", "", "", "", "", "", "", "", "curriculum", "" ], [ "", "", "", "", "", "", "", "", "Year 5/6 evening", "" ], [ "", "", "", "", "", "", "", "", "was in January", "" ], [ "", "", "", "", "", "", "", "", "Year 6 students", "" ], [ "", "", "", "", "", "", "", "", "have two days", "" ], [ "", "", "", "", "", "", "", "", "introduction in", "" ], [ "", "", "", "", "", "", "", "", "the summer", "" ], [ "", "", "", "", "", "", "", "", "term.", "" ], [ "", "", "", "", "", "", "", "", "PE host Year 6", "" ], [ "", "", "", "", "", "", "", "", "transition sports", "" ], [ "", "", "", "", "", "", "", "", "clubs from Jan", "" ], [ "", "", "", "", "", "", "", "", "onwards.", "" ], [ "", "", "", "", "", "", "", "", "Subject teachers", "" ], [ "", "", "", "", "", "", "", "", "go to Primaries to", "" ], [ "", "", "", "", "", "", "", "", "teach some", "" ], [ "", "", "", "", "", "", "", "", "lessons", "" ], [ "To develop our\ncurriculum to ensure\nthat all students are", "Plan & implement a\npathways approach to\nsubject options at KS4.", "LT, SLs,\nHOKS", "S", "Variable, depends on provision", "Quantitative Data – CRHS\naverage GCSE entry\nfigures/student drop.", "More manageable workload for\nYear 10 & 11 students", "", "Year 11 students", "" ], [ "", "", "", "", "", "", "", "", "withdrawn from", "" ], [ "", "", "", "", "", "", "", "", "certain subjects", "" ] ], "row_count": 36, "col_count": 10 }, { "headers": [ "supported with suitable\nand inclusive pathways.", "Reduce lower ability\nstudents curriculum\nbreadth at KS3, utilise\nadditional time created\nto focus on ‘depth’ in\ncore areas.", "", "", "", "Increased take-up for\nvocational courses run\nvia IOM College.\nDirect Observation – of\nrelevant lessons.\nPeople’s Views – parental\nand pupil responses to\npost-options surveys.", "Quantitative Data – improving\nexam results, better pupil\nprogress towards targets.", "to ensure they\ngain 5 GCSEs\nMore BTECs,\nSQAs and UCM\ncourses available", "", "" ], "rows": [ [ "To support colleagues\nwith their wellbeing\nand health.\nCreativity side of staff\nwellbeing, reducing\nworkload, holistic\napproach.", "Opportunities to be\nprovided for staff to\ninvest in their own\nhealth and well-being.\nLinks established with\nMindfulness trainer,\nIOM government health\nservices and local\nfitness provider.\nLine managers to\nmonitor workload issues", "LT/Line\nManagers", "Pilot in\n2015/16\nacademic\nyear", "Low, small contribution made to\nthose colleagues who want to take\na wellbeing strand forward.\nWhole staff meeting time", "Quantitative Data – Staff\nabsence statistics\nStaff views – feedback\nafter staff meetings.\nSome colleagues get\nstacked up with teaching\ncommitment.", "Quantitative Data – Lower rates\nof staff absence.\nStaff aware of IOM gov’t and\nDEC employee support for their\nhealth and wellbeing.\nReduce workload by one job\neach year.\nRebalance workload.\nEnglish and Maths skills for all.", "", "Mindfulness and", "" ], [ "", "", "", "", "", "", "", "", "health & fitness", "" ], [ "", "", "", "", "", "", "", "", "external speakers", "" ], [ "", "", "", "", "", "", "", "", "in staff meetings", "" ], [ "", "", "", "", "", "", "", "", "Autumn 2015.", "" ], [ "", "", "", "", "", "", "", "", "Staff swimming", "" ], [ "", "", "", "", "", "", "", "", "Timetabled", "" ], [ "", "", "", "", "", "", "", "", "sessions in school", "" ], [ "", "", "", "", "", "", "", "", "gym", "" ], [ "", "", "", "", "", "", "", "", "Staff workload on", "" ], [ "", "", "", "", "", "", "", "", "reports has been", "" ], [ "", "", "", "", "", "", "", "", "reduced following", "" ], [ "", "", "", "", "", "", "", "", "the reformat", "" ], [ "Develop our careers\neducation offer", "School working through\ncriteria for ‘investors in\ncareers’ status", "LT, TLR3\nCareers\nCoord.", "O", "Low/Medium – Department of\nEconomic Development funding\nTLR3. However staff time required\nwill increase.", "Achievement of Investors\nin Careers award\nDirect observation –\ncareers lessons and other\ninputs such as assemblies\nobserved.\nStudent views –\nresponses to school\ncareers advice survey.\nQuantitative Data –\ndestinations data.", "Each cohort that goes through\nCRHS will have access to\nupdated, relevant careers\ninformation. Students given best\npossible advice and input to\nmake informed decisions re.\ntheir future.", "Member of staff\nwith Careers\nTLR3, work-\nexperience\nprovided every\nyear, JA days\noffered each\nacademic year", "Member of staff", "" ], [ "", "", "", "", "", "", "", "", "with Careers", "" ], [ "", "", "", "", "", "", "", "", "TLR3, work-", "" ], [ "", "", "", "", "", "", "", "", "experience", "" ], [ "", "", "", "", "", "", "", "", "provided every", "" ], [ "", "", "", "", "", "", "", "", "year, JA days", "" ], [ "", "", "", "", "", "", "", "", "offered each", "" ], [ "", "", "", "", "", "", "", "", "academic year", "" ], [ "Support students, staff,\nparents and carers to\ndevelop key skills and\nknowledge in e-safety", "Parental e-safety\ninformation evenings.\nStudent assemblies and\nPSHE lessons.\nA selected group of\nstudents to train as\nDigital Leaders.", "", "O", "Medium cost", "Group of Digital Leaders\nworking together to\ndeliver workshops to\nother students that\ndevelop e-safety skills.\nPSHE schemes of work in\nplace.\nTrained Digital Leaders in\nschool", "Students use internet with more\nawareness.\nLess personal information and\ninappropriate information sent\nvia social media\nLess incidents of social media\nbullying reported in school.", "2 Year\nprogramme.\nReview\nSeptember 2018\nDigital Leaders\nDigital Leaders\ngroup set up", "", "" ] ], "row_count": 22, "col_count": 10 }, { "headers": [ "to ensure they" ], "rows": [ [ "gain 5 GCSEs" ], [ "More BTECs," ], [ "SQAs and UCM" ], [ "courses available" ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "2 Year" ], "rows": [ [ "programme." ], [ "Review" ], [ "September 2018" ], [ "Digital Leaders" ], [ "Digital Leaders" ], [ "group set up" ] ], "row_count": 6, "col_count": 1 }, { "headers": [ "", "Create a Digital Leaders\nCommunity Page within\nthe school website.\nProduce and shape e-\nsafety policies and\npriorities within school.\nSafer Internet days\nplanned into the school\nyear.", "", "", "", "", "", "Links on school website\nto advice from our Digital\nLeaders.\nE-Safety Policy\nCalendared e-safety days.", "", "" ], "rows": [ [ "To further develop our\nsystems for behaviour\nmanagement, ensuring\nclarity and consistent\napplication for all", "", "To continually update", "", "LT, HOKS, all\nstaff", "O\n(Although\nongoing)", "Medium/High – ESO’s used\nextensively to support teachers\nwith this. Stage 4 conversations\npick-up particularly intensive on\nstaff time. Any updates or\nreminders are more effective when\npresented to all staff.", "Quantitative Data – less\nbehaviour incidents\nrecorded. Long-term\ntrend for less repeated\nsuspension.\nDirect Observation –\npupil behaviour\nin/around school\nPeople’s Views – school\ncouncil, behaviour\nworking party, discussion\nat HOKS and tutor team\nmeetings.", "Behaviour that is below\nexpectations is consistently\nchallenged, whilst maintaining\nthe warm, friendly, relaxed\nCRHS atmosphere that many\nstudents, teachers and families\nvalue. A calm learning\natmosphere in and around the\nschool, standards of uniform,\npunctuality and general\nbehaviour are consistently good.", "New behaviour\nreport designed" ], [ "", "", "our current systems and", "", "", "", "", "", "", "" ], [ "", "", "staff responses,", "", "", "", "", "", "", "" ], [ "", "", "ensuring that the 4", "", "", "", "", "", "", "" ], [ "", "", "cornerstones of", "", "", "", "", "", "", "" ], [ "", "", "behaviour management", "", "", "", "", "", "", "" ], [ "", "", "at CRHS are:", "", "", "", "", "", "", "" ], [ "", "", "Positive Correction,", "", "", "", "", "", "", "" ], [ "", "", "Prevention (via", "", "", "", "", "", "", "" ], [ "", "", "planning for good", "", "", "", "", "", "", "" ], [ "", "", "behaviour), Clear", "", "", "", "", "", "", "" ], [ "", "", "Consequences &", "", "", "", "", "", "", "" ], [ "", "", "structures, Repair &", "", "", "", "", "", "", "" ], [ "", "", "Rebuild (after things", "", "", "", "", "", "", "" ], [ "", "", "don’t work out).", "", "", "", "", "", "", "" ], [ "To focus on improving\nour provision for\nstudents on the SEN\nregister, particularly\nthose with Dyselxia,\nSpeech, Language and\nCommunication needs\n(DSLCN).", "Raise the attainment of\npupils with dyslexia and\nother literacy needs.\nSupport teachers and\nsupport staff in their\nplanning for inclusion\nand developing teaching\nstrategies to effectively\nmeet the needs of\nDSLCN students.", "Raise the attainment of", "", "SENCO, LT,\nstaff with\nassociated\nappraisal\ntarget.", "O", "Low/Medium", "Quantitative Data –\nattainment and progress\ndata for DSLCN students\nreviewed against targets.\nDirect Observation –\nearly recognition of signs\nof difficulties with DSLCN.\nPeople’s Views – Parent\nand pupil feedback.\nIncreased confidence &\nknowledge of all\npractitioners and\nteachers in narrowing the", "Improved outcomes for DSLCN\npupils, development of more\ninclusive practices.", "Natural reader\nextended out to\nall subject areas\nfor mainstream\nlessons" ], [ "", "", "pupils with dyslexia and", "", "", "", "", "", "", "" ], [ "", "", "other literacy needs.", "", "", "", "", "", "", "" ], [ "", "", "Support teachers and", "", "", "", "", "", "", "" ], [ "", "", "support staff in their", "", "", "", "", "", "", "" ], [ "", "", "planning for inclusion", "", "", "", "", "", "", "" ], [ "", "", "and developing teaching", "", "", "", "", "", "", "" ], [ "", "", "strategies to effectively", "", "", "", "", "", "", "" ], [ "", "", "meet the needs of", "", "", "", "", "", "", "" ], [ "", "", "DSLCN students.", "", "", "", "", "", "", "" ] ], "row_count": 25, "col_count": 10 }, { "headers": [ "Natural reader" ], "rows": [ [ "extended out to" ], [ "all subject areas" ], [ "for mainstream" ], [ "lessons" ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "", "", "", "", "", "", "", "gap between pupils with\ndifferent types of SEN\nand their peers.", "", "" ], "rows": [ [ "Improved partnerships\nwith parents, carers\nand families.", "", "Set up a CRHS parental", "", "HT", "O & S", "Low – staff time, particularly HT", "People’s Views –\nConsultation with parents\non key initiatives e.g.\nchanges to annual\nreports and assessment\nsnapshots.\nDocumentation –\nParental forum email list\nestablished &\ncommunication logged.", "Planned and purposeful\ncommunication and\nconsultation between the school\nand parents. Parental forum is\ninvolved in decisions about the\nfuture work of our school.", "Parental Forum\nbeing set up,\nsurvey’s taken at\nParents’ Evening\nand Opening\nEvening" ], [ "", "", "forum. Engage with a", "", "", "", "", "", "", "" ], [ "", "", "subset of parents to", "", "", "", "", "", "", "" ], [ "", "", "seek their views on their", "", "", "", "", "", "", "" ], [ "", "", "children’s learning and", "", "", "", "", "", "", "" ], [ "", "", "the life of the school (O)", "", "", "", "", "", "", "" ], [ "", "", "Supporting parents to", "", "", "", "", "", "", "" ], [ "", "", "understand their child’s", "", "", "", "", "", "", "" ], [ "", "", "progress and taking an", "", "", "", "", "", "", "" ], [ "", "", "active part in", "", "", "", "", "", "", "" ], [ "", "", "discussions about next", "", "", "", "", "", "", "" ], [ "", "", "steps for learning (S).", "", "", "", "", "", "", "" ] ], "row_count": 12, "col_count": 10 }, { "headers": [ "People’s Views –" ], "rows": [ [ "Consultation with parents" ], [ "on key initiatives e.g." ], [ "changes to annual" ], [ "reports and assessment" ], [ "snapshots." ], [ "Documentation –" ], [ "Parental forum email list" ], [ "established &" ], [ "communication logged." ] ], "row_count": 9, "col_count": 1 }, { "headers": [ "Planned and purposeful" ], "rows": [ [ "communication and" ], [ "consultation between the school" ], [ "and parents. Parental forum is" ], [ "involved in decisions about the" ], [ "future work of our school." ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "Parental Forum" ], "rows": [ [ "being set up," ], [ "survey’s taken at" ], [ "Parents’ Evening" ], [ "and Opening" ], [ "Evening" ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "What is to be\ndone?", "What has to happen?", "Who will\nlead/be\ninvolved?", "Timescale", "Costs/Training/Resource\nimplications", "Success criteria:\nEvidence", "Success criteria:\nImpact", "Review", "", "" ], "rows": [ [ "Develop the leaders\nof the future", "Programme of innovative\ndevelopment opportunities\nestablished. Opportunities\nfor young/new staff to\nexperience promoted post\nresponsibilities.", "LT", "O", "", "Quantitative Data –\ndependant on role.\nDocumentation – Job\ndescriptions for each TLR 3\nposition.\nPeople’s Views – exit\ninterviews for those stepping\ndown from temporary\npromoted posts.\nDirect Observation –\nmembers of LT line managing\nthese roles, relevant appraisal\ntargets in place to ensure\npupil focussed outcomes.", "A series of time\nconstrained TLR3\ndevelopment roles\nestablished in key\nareas of school\nimprovement.", "", "5 new developmental TLR3’s", "" ], [ "", "", "", "", "", "", "", "", "established in 2015 for", "" ], [ "", "", "", "", "", "", "", "", "Literacy for Life coordination,", "" ], [ "", "", "", "", "", "", "", "", "Year 9 progress manager,", "" ], [ "", "", "", "", "", "", "", "", "Primary Transition", "" ], [ "", "", "", "", "", "", "", "", "coordinator, Careers", "" ], [ "", "", "", "", "", "", "", "", "Education coordinator and", "" ], [ "", "", "", "", "", "", "", "", "CPD coordination.", "" ], [ "", "", "", "", "", "", "", "", "5 new developmental TLR3’s", "" ], [ "", "", "", "", "", "", "", "", "in September 2016 –", "" ], [ "", "", "", "", "", "", "", "", "EVC, KS4 Interventions", "" ], [ "", "", "", "", "", "", "", "", "Manager, KS5 Learning &", "" ], [ "", "", "", "", "", "", "", "", "Skills Coordinator, Year 8", "" ], [ "", "", "", "", "", "", "", "", "Progress & Behaviour", "" ], [ "", "", "", "", "", "", "", "", "Manager, Assistant to the", "" ], [ "", "", "", "", "", "", "", "", "Director of T&L", "" ], [ "Effective leadership\nfor excellence,\nquality and\npromotion of\ncontinuous\nimprovement.", "A commitment to planning\nand implementing\nstrategies for\nimprovement.", "LT,\npromoted\npost\nholders.", "O & S", "Low/Medium – Staff time and\nenergy variable depending on\nthe development.", "Documentation – agendas and\nminutes from LT, LDE, Subject\nLeader & HOKS meetings.\nPeople’s Views – Wider staff\nteam & learners are clear &\ncommitted to their part in\nachieving improvements &\naware of classroom\nimplications.\nQuantitative Data – Evidence-\nbased decisions on resource\nallocation, targeting agreed\nobjectives and achieving best\nvalue.\nDirect Observation – Those\nwith leadership\nresponsibilities demonstrate\nlearning commitment through\nclass visits, modelling good", "Learning is the central\nfocus of our\nimprovement plans.\nImprovement\npriorities visible in\ndeveloping classroom\npractice.", "All members of LT have\nappraisal target linked\nworking group to lead in\n2015/16.", "All members of LT have", "" ], [ "", "", "", "", "", "", "", "", "appraisal target linked", "" ], [ "", "", "", "", "", "", "", "", "working group to lead in", "" ], [ "", "", "", "", "", "", "", "", "2015/16.", "" ] ], "row_count": 20, "col_count": 10 }, { "headers": [ "DOI Business Case" ], "rows": [ [ "document written in" ], [ "Autumn Term 2015." ], [ "Ministerial visit" ], [ "hosted in December" ], [ "2015." ], [ "More investment" ], [ "received in summer" ], [ "term 2016" ] ], "row_count": 8, "col_count": 1 }, { "headers": [ "", "Improving Pupil\nprogress/Raising\nattainment", "Planning for new\ncourses\nReview/update POS", "Literacy for Life", "Transition", "Behaviour\nManagement", "Innovation in\nteaching and\nlearning", "Technology", "Partnerships" ], "rows": [ [ "English", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "", "(cid:1)(Feedback/AfL)\n(cid:1)(independent\nlearning)\n(cid:1) (Increased Pupil\nVoice)\n(cid:1) (Lots of others!)", "(cid:1) (Google Docs)", "(cid:1) (Info for parents)\n(cid:1) (Between staff)" ], [ "Maths", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1) (Sharing good\npractice)", "(cid:1) (Google Docs)", "(cid:1) (with primaries)" ], [ "Science", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1) (Active learning)\n(cid:1) (Feedback/AfL)\n(cid:1) (Go Green)", "(cid:1) (Open source e-\nlearning)", "" ], [ "French\nSpanish", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "", "(cid:1) (update\nassessments)\n(cid:1) (role play\nintroduction for\nspeaking\nassessments)\n(cid:1) (Lots of others!)", "(cid:1) (iPads for Vocab\nExpress/This Is\nLanguage/Conjugue\nmos)", "" ], [ "Geography", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1) (Global Learning\nProgramme from\nthe GA)\n(cid:1) (Geography\nAmbassador\nProgramme)\n(cid:1)(working towards\nSecondary\nGeography Quality\nMark and Centre of\nExcellence from the\nGA)", "(cid:1) (GIS)\n(cid:1) (Google Docs)", "(cid:1) (with primaries)\n(cid:1) (between staff)" ], [ "History", "(cid:1)", "(cid:1)", "", "", "", "(cid:1) (SHP\nConference)", "", "" ], [ "Religious Studies", "", "(cid:1)", "", "(cid:1)", "", "", "(cid:1) (websites, videos,\nMBC, Google Docs)\n(cid:1) (online quizzes)", "" ] ], "row_count": 7, "col_count": 9 }, { "headers": [ "", "Improving Pupil\nprogress/Raising\nattainment", "Planning for new\ncourses\nReview/update POS", "Literacy for Life", "Transition", "Behaviour\nManagement", "Innovation in\nteaching and\nlearning", "Technology", "Partnerships" ], "rows": [ [ "PE", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1) (installations of\nclimbing wall)", "(cid:1) (Google Docs)\n(cid:1) (Video\nrecording/editing)", "(cid:1) (between staff)\n(cid:1) (with SDO)\n(cid:1) (with primaries)" ], [ "Drama", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1) (target wall)", "(cid:1) (creation of\nDrama Website)\n(cid:1) (Google Docs)\n(cid:1) (iPods & iPads)\n(cid:1) (external exam\nboards, e.g. LAMDA)", "(cid:1) (experts)\n(cid:1) (theatre\ncompanies)" ], [ "ICT", "(cid:1)", "(cid:1)", "", "", "", "(cid:1) (adapt SOW to\ninclude input from\nindustry)", "(cid:1) (replacement of\nMBC with\nITsLearning)", "(cid:1) (Career Academy)\n(cid:1) (collaboration\nschools)" ], [ "Business Studies", "(cid:1)", "", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1) ( Development of\napplication, analysis\nand evaluation\nskills)", "", "(cid:1) (between staff)" ], [ "Art", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1) (raise quality of\nfeedback to\nstudents and\nparents)", "(cid:1) (MBC)", "" ], [ "DT", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1)", "(cid:1) (make greater use\nof student voice and\nLiteracy for Life\nstrategy)", "(cid:1) (e-learning\nplatforms such as\nItsLearning)", "(cid:1) (exam boards)\n(cid:1) (UCM)\n(cid:1)(Primaries)\n(cid:1) (IOM\nEngineering sector\ncompanies)" ] ], "row_count": 6, "col_count": 9 }, { "headers": [ "Focus for development", "Key Stages", "", "", "Who?\nWhen?", "Detail/Success Criteria" ], "rows": [ [ "", "3", "4", "5", "", "" ], [ "1. Increased Student\nengagement in lessons with\nappropriately differentiated\nlessons.\nDevelop independent/student\nfocused learning\nImprove progress of boys\nImprove progress of students\non FSM.\n(SSRE section 2: outcomes\nSection 3: learning environment, teaching\nand learning)", "✓", "✓", "✓", "Whole\nschool\nAll teachers\nLed by\nHOS\nCPD team\nto monitor\nto monitor\nFrom\nSeptember\n2016", "Schemes of Learning (SoL) identify what the students will be learning and\nscaffold new learning.\nAssessment targets are agreed with the students to promote growth mindsets\nand high aspirations.\nTeachers focus on what the students are learning in the classroom rather than\nwhat the teacher is doing. Teachers to focus on differentiation for their students\nand lessons include wider range of active learning opportunities.\nCPD to support staff to be confident in using wider range of activities.Staff\nwhose lessons lack pace to be supported to improve.\nTeachers Implement guidance from VISA’s and help students to access\nappropriate learning. CPD to provide guidance and strategies to improve on\nthis.\nSoL are shared with students and parents so that students can understand the\nplan of learning. Skills for independent learning are built into SOL so that\nstudents progress as they move through the key stages.\nOnline platforms are used to share information and resources.\nStrategies from the June inset day are implemented to help develop\nindependent learning and thinking skills. Evidence of use of GCSE pod and\nother online platforms.\nTeachers apply the same standards of work and behaviour to boys and girls.\nBoys are encouraged to have high standards of work and effort and are held to\naccount if their standards are low.\nHigher aspirations and achievement for boys.\nReasons for lack of progress are identified and appropriate support strategies\nimplemented. Students on FSM make same progress as those not on FSM." ], [ "2.Renewed focus on Literacy.\n(SSRE section 2: outcomes )", "✓", "✓", "✓", "All teachers\nLed by\nDSA", "All teachers use strategies in lessons to help students improve their literacy.\nRecommendations for literacy review are implemented.\nStudents are able to access the curriculum." ] ], "row_count": 3, "col_count": 6 }, { "headers": [ "", "", "", "", "From\nSeptember\n2016", "Students are confident in communicating accurately both orally and in writing." ], "rows": [ [ "3.Increase course completion\nrates of KS5 students by\nimproving transition and\ninduction.\n(SSRE section 2: Outcomes and\nsection 3: Teaching and learning)", "", "", "✓", "DKS5, HoS\nLed by\nFrom\nSeptember\n2016", "Guidance provided to Y11 students from subject areas is clear. Students make\ninformed choices.\nSOL provide scaffolding and clear plan of what is to be learned and how it will\nbe assessed for new courses at KS5. Milestones are in place to make sure\nstudents are on track.\nStudents are supported in developing the skills they need to cope with linear A\nlevels and other KS5 courses.\nCompletion rate for courses is higher." ], [ "4. Review School Behaviour\nPolicy.\n(SSRE Section 3: Teaching and learning,\ncare, learning environment)", "✓", "✓", "✓", "Led by\nNew policy\nby January\n2017", "Use research from Education Endowment Foundation and strategies from June\ninset as basis.\nConsult on policy and amend as necessary with a focus on behaviour for\nlearning.\nRewards focus on progress and effort in learning.\nStudents, parents and staff understand behaviour expected.\nParents are involved in their child’s learning.\nBehaviour and language improve. Fewer behaviour points and more reward\npoints." ], [ "5. Increase resilience and\nmental health awareness at\nKS3, KS4. and KS5.\n(SSRE Section 3: Care)", "✓", "✓", "✓", "DKS 3, 4 &\n5\nLed by\nReady for\n2017", "Tutor programme, assemblies and PSHE include opportunities to explore\nmental health and resilience. Information from the June inset day is used to\nsupport students in developing resilience.\nParents and students are guided on appropriate use of social media.\nRevised tutorial programme in place for 2017" ] ], "row_count": 3, "col_count": 6 }, { "headers": [ "Focus for development", "Key\nStages", "", "", "Who?\nWhen?", "Detail/Success Criteria" ], "rows": [ [ "", "3", "4", "5", "", "" ], [ "1.Develop and implement\nstrategies to assess progress\nin 6 R’s/PLTS.\n(SSRE Section 2: outcomes)", "✓", "✓", "", "Led by\nSeptember\n2018", "Explore ELLI dimensions being done at SNHS, review outcomes of\ntrials here, look at other alternatives. Determine appropriate actions\nand implement a strategy from September 2018." ], [ "2. Plan for and implement a\nrange of new courses that\ncaters for the needs of all\nstudents.\n(SSRE Section 3: curriculum)", "✓", "✓", "✓", "Deputy Head\nand HOS\n2016-18", "Gain SQA subject approval in a range of subjects\nInvestigate possibility of delivering a range of SQA accredited courses\nat KS4/5.\nRoll out following new courses:\nL2 (equivalent) SQA NPA PC Passport\nL3 BTEC sport\nL3 WJEC Food and Nutrition\nL3 Applied ICT\nReview KS3 curriculum to make sure it prepares students for the 14-19\ncurriculum." ], [ "3. Improve collaboration for\n14-19 education.\n(SSRE Section 3: curriculum and\npartnerships)", "", "", "✓", "Deputy Head\nand DKS5\n2016-18", "Work towards agreeing assessment dates and methods. Share good\npractice for T&L., Agree protocols for tracking and dealing with\nconcerns.\nStudents feel part of a genuine collaboration such that their experience\nof KS5 is positive and successful." ] ], "row_count": 4, "col_count": 6 }, { "headers": [ "4. Continue to develop\ncurriculum links with partner\nprimary schools.\n(SSRE Section 3: partnerships)", "✓", "", "✓", "Led by and\nDKS3\nCompleted by\nSeptember\n2017", "Work with children in years 3-5 to engage them in our activities.\nReview calendar to identify suitable events and dates eg CSI,DT,\nScience Fair new-intake, concerts etc.\nImprove format of new-intake evening and roadshows.\nProduce new prospectus and video." ], "rows": [ [ "5. Improve School website,\nmarketing and publicity.\n(SSRE Section 3: learning resources and\nstakeholders)", "✓", "✓", "✓", "Led by\nFor January\n2017", "Improve website quality. Use website to share information, consult\nstakeholders, publicise events and successes. Trial a student-led\nnewsletter/media group. Communication improves and the school’s\nreputation reflects our strengths and USP.\nStudents feel proud of the school and community engagement\nincreases." ], [ "6. Continue to press for new\nSTEM block.\n(SSRE Section 3: Learning environment)", "", "", "", "Head\nStart scheme\nby 2018", "DEC put forward proposal as part of capital schemes to treasury for Pink\nBook.\nSTEM block built ready for bigger year group in 4 years time." ], [ "7. Manage staffing and\nresources with a reducing\nbudget.\n(SSRE Section 3: learning reources)", "", "", "", "Head\nBudget\nholders\nFor 2017-18\nfinancial year", "Curriculum offer reviewed to manage staffing as efficiently as possible.\nTeaching staff structure reviewed. Support staff structure reviewed. Staffing\nbrought to within reduced budget with minimum impact on standards of\nteaching and learning.\nBudget holders ensure that resources are well-maintained, budgets are used\nefficiently and there is minimal loss/wastage." ], [ "8. Review Assessment policy\nand procedures in light of the\nchanges to DEC SSRE Toolkit\nand removal of CEM data.\n(SSRE Section 3: assessment)", "✓", "✓", "✓", "SMO\nReady for\nSeptember\n2017 start\nroll-out", "Review of assessment policy and use of data.\nUse information from Education Endowment Foundation (EEF) and other\nresearch to investigate best practice in assessment.\nTest out new methods of assessment with year 7.\nConsult relevant stakeholders and implement change of policy from\nSeptember 2017." ] ], "row_count": 4, "col_count": 6 }, { "headers": [ "School Improvement Priority 1: Develop the Effectiveness of Assessment", "", "", "", "", "", "", "" ], "rows": [ [ "Objective", "", "Overall Success Criteria", "", "", "", "Priority Leader", "" ], [ "To raise standards and develop students as\nindependent learners by:\n• improving the ability of students to make\nrealistic assessments of the quality of their\nwork.\n• ensuring both teachers and pupils use\nassessment information to move learning to\nthe next stage.", "", "Through a range of monitoring activities including\nstudent interviews and book scrutinies most students\ndemonstrate that they are able to identify what is\ngood about their work and what they can do to\nimprove it. Teachers’ records and planning\ndemonstrate that assessment information is\neffectively used to inform next steps in learning for\npupils. More accurate assessment and target-setting\nwill result in higher standards and an improvement of\n* in A*-C (incl Eng and Ma)", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "Key Actions to Deliver\nObjective", "Success Criteria for Actions", "", "Action Leader", "Time\nScale", "M&E Activities", "", "Resource\nImplications" ], [ "Assessment policy\nAssessment protocols\nTracking\nDevelop system of target-\nsetting\nImprove feedback\nInvolve parents and community", "School targets are met or\nexceeded\nMost students are on track to\nmake expected progress\nInterventions are made where\nunderachievement is identified,\nand impact positively on\nperformance\nAll data collection and reporting\nprocesses completed according to\nschedule\nMiddle leaders challenged and\nsupported where", "", "LG line\nmanagers", "Sept 16-\nAugust\n17", "Line manager\nmeetings\nLG meetings\nReview July\n2017", "", "Training in 4\nMatrix for all\nrelevant staff" ] ], "row_count": 5, "col_count": 8 }, { "headers": [ "School targets are met or" ], "rows": [ [ "exceeded" ], [ "Most students are on track to" ], [ "make expected progress" ], [ "Interventions are made where" ], [ "underachievement is identified," ], [ "and impact positively on" ], [ "performance" ], [ "All data collection and reporting" ], [ "processes completed according to" ], [ "schedule" ], [ "Middle leaders challenged and" ], [ "supported where" ] ], "row_count": 12, "col_count": 1 }, { "headers": [ "underachievement is identified" ], "rows": [ [ "New staff provided with training" ], [ "and support" ], [ "Feedback to governors and LG" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "School Improvement Priority 2: Develop the Curriculum to Meet the Needs of Students", "", "", "", "", "", "", "" ], "rows": [ [ "Objective", "", "Overall Success Criteria", "", "", "", "Priority Leader", "" ], [ "To improve curricular provision for students so that it\nreflects the desired outcomes of the Department’s\nCurriculum for Learning and Achievement by\nproviding:\n• A rich and well-balanced range of\nexperiences which engages and meets the\nneeds of all pupils.\n• Opportunities for children to apply core skills\nin cross-curricular contexts.", "", "A range of monitoring activities including lesson\nobservation and scrutiny of planning demonstrate\nthat most lessons accelerate progress by providing\nopportunities for children to apply core skills, and\ndevelop learning dispositions, in a cross-curricular\ncontext through challenging and engaging activities.\nAnalysis of impact will show that a more engaging\nand appropriate curriculum will result in higher\nstandards and an improvement of * in A*-C (incl Eng\nand Ma)", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "Key Actions to Deliver\nObjective", "Success Criteria for Actions", "", "Action Leader", "Time\nScale", "M&E Activities", "", "Resource\nImplications" ], [ "Curriculum Audit\nSchemes of Work\nAdapt KS4 and 5 specs\n‘Pastoral’ curriculum –\nPSHE/Tutorial provision\nCEIAG\nInvolve parents and community", "Roll out timeline for new\nspecifications\nSOW in place for all courses\nResearch vocational, STEM\ninitiative and skills based\ncurriculum options\nFurther develop KS4 Provision\nincluding SQA awards and exams\nRoll out enhanced KS5\ncollaboration and review and\ndevelop on an annual cycle", "", "", "Sept\n2016\nstart", "LM meetings", "", "CD monies\nTraining and\ncourses" ] ], "row_count": 5, "col_count": 8 }, { "headers": [ "Priority 3: Develop the Effectiveness of Teaching & Learning", "", "", "", "", "", "", "" ], "rows": [ [ "Objective", "", "Overall Success Criteria", "", "", "", "Priority Leader", "" ], [ "To raise standards by:\n1. Improving the extent to which students\nengage actively in, and take responsibility\nfor, their learning\n2. Increasing the range of the pedagogical\napproaches staff draw on\n3. Ensuring lessons are stimulating and\nmotivating\n4. Ensuring both teachers and students use\nassessment information to move learning to\nthe next stage.", "", "A range of monitoring activities including lesson\nobservation demonstrate that students are involved\nin, and making decisions about, their own learning\nand a variety of learning styles are supported. The\nmajority of students will make better than expected\nprogress.", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "Key Actions to Deliver\nObjective", "Success Criteria for Actions", "", "Action Leader", "Time\nScale", "M&E Activities", "", "Resource\nImplications" ], [ "Autonomy/metacognition\nPedagogy – CPD (inc P4C)\nLearning Away from the\nClassroom Review of\nhomework policy and\ndevelopment of “ learning away\nfrom the classroom” policy\nLiteracy – identification of\npriorities for future development\nICT – review of curriculum and", "Training/initiatives, including Team\nRelease, delivered with\ndemonstrable positive impact on\nclassroom practice\nNew T&L policy driven lesson\nobservation sheet introduced and\nlesson observation data recorded\nAny teachers whose teaching is\njudged to require improvement are\nsupported and challenged\nappropriately by their team leader\nMiddle leaders are held", "", "", "Sept\n2016\nstart", "Lesson\nobservation\nTeam release", "", "INSET\nINSET training\nprovision" ] ], "row_count": 5, "col_count": 8 }, { "headers": [ "Training/initiatives, including Team" ], "rows": [ [ "Release, delivered with" ], [ "demonstrable positive impact on" ], [ "classroom practice" ], [ "New T&L policy driven lesson" ], [ "observation sheet introduced and" ], [ "lesson observation data recorded" ], [ "Any teachers whose teaching is" ], [ "judged to require improvement are" ], [ "supported and challenged" ], [ "appropriately by their team leader" ], [ "Middle leaders are held" ] ], "row_count": 11, "col_count": 1 }, { "headers": [ "Learning Away from the" ], "rows": [ [ "Classroom Review of" ], [ "homework policy and" ], [ "development of “ learning away" ], [ "from the classroom” policy" ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "accountable for observation," ], "rows": [ [ "monitoring, evaluation and review" ], [ "and know the processes in place" ], [ "for these. Any new middle leaders" ], [ "are mentored through the process" ], [ "by an experienced colleague" ], [ "SSRE Q2 evidence of teaching" ], [ "and learning being at least “Good”" ] ], "row_count": 7, "col_count": 1 }, { "headers": [ "Date", "SIP Objective and Key Action", "Item", "Cost" ], "rows": [ [ "Summer 2016", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "Autumn 2016", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ] ], "row_count": 8, "col_count": 4 }, { "headers": [ "Key objectives", "Key Actions to Deliver Objective", "Success Criteria for Actions", "", "Time Scale", "", "Resource", "" ], "rows": [ [ "", "", "", "", "", "", "Implicatio", "" ], [ "", "", "", "", "", "", "n", "" ], [ "To learn how other\nschools have developed\ntheir curriculum to\nensure progression and\ncoverage.\nTo decide what we want\nthe purpose of our\ncurriculum to be, what\nare the\ndrivers/principles?\nTo establish what\nteachers are currently", "Arrange meetings with local Senior leaders\nwho have recently developed their curriculum\nto support our understanding of the processes\nwe will need to go through.\nStaff meeting time, to mind map what the\npurpose of developing our curriculum is and\nwhat it could look like. What do we value about\nour curriculum/what do we need from our\ncurriculum to ensure coverage/progression?\nStaff meeting to share what people use, what\nworks well, what we could use and decide upon", "A meeting will have been held and\nnotes from the meeting are shared\nwith the Curriculum group to help\nprovide insight into the process of\ndeveloping a clear curriculum.\nAn outline of the principles and\ndrivers of our curriculum will be\nestablished to underpin the\ncurriculum development.\nA list of which skills based\nresources will be created and used", "", "Dec 2016\nNov 2016\nNov 2016", "Staff\nmeeting\ntime", "", "" ] ], "row_count": 3, "col_count": 8 }, { "headers": [ "Key objectives", "Key Actions to Deliver Objective", "Success Criteria for Actions", "", "Time Scale", "", "Resource", "" ], "rows": [ [ "", "", "", "", "", "", "Implications", "" ], [ "To learn how other schools\nhave developed their outdoor\nenvironment to maximise\nlearning.", "To visit Willaston and Ballasalla Primary Schools\nto talk to HT and observe outdoor provision.", "Staff to assess whether principles can\nbe applied to our school.", "", "Autumn 2016", "", "", "" ], [ "To learn how other schools use\ntheir outdoors during break /\nlunchtimes.", "Lunchtime ancillaries to visit Ballasalla School.", "Ancillaries to begin to develop positive\nplay approach to their roles.", "", "Autumn 2016", "", "", "" ], [ "To ensure our school has an\nenvironment that engages\nchildren.", "Work to develop our foyer area. Use of television\nto show off children’s learning and displays\nincluding a ‘curiosity cabinet’.", "Children engage in their environment.\nChildren walking calmly through the\nschool and using display as\nconversation opportunities.", "", "Spring 2017", "", "", "" ], [ "To develop lunchtimes by\nencouraging children to assess\ntheir own risk, for overall\nbenefit.", "Stock the Playbin with equipment from\nparents/staff/local providers.\nHave whole school Twilight on Outdoor Play and\nthe use of the Playbin", "School Assembly on Risk Benefit.\nChildren use the Playbin equipment\neffectively.\nLunchtime ancillaries aware of\nencouraging positive play.", "", "Spring 2017", "Letter to parents\nregarding\nPlaybin\nequipment.", "", "" ], [ "To ensure parents are aware of\nour outdoor play policy.", "Write letter to parents regarding our new\nprocedures and invite them in for an afternoon of\nfun!", "Parents attend afternoon and get\ninvolved!", "", "Autumn 2017", "", "", "" ], [ "To utilise areas within the\nschool that aren’t currently\nused.", "- Refurbish Class 7.\nTidy mobile classroom and set up timetable.", "Class 7 used for creative activities (such\nas cooking and textiles). Mobile\nclassroom used for peri activities and\nFAST programme.", "", "Summer 2017", "£400", "", "" ] ], "row_count": 7, "col_count": 8 }, { "headers": [ "Key objectives", "", "Key Actions to Deliver", "", "Success Criteria for Actions", "", "Action\nLeader", "", "Time", "", "", "Resource\nImplications" ], "rows": [ [ "", "", "Objective", "", "", "", "", "", "Scale", "", "", "" ], [ "1. Improve the quality and quantity of\nresources for science.", " Carry out an audit of existing\nresources, including those stored in\nclassrooms & topic boxes.\norder new resources: replace\nunsuitable/broken resources & order\nnecessary items that the audit shows\nas missing.", "", "", "Staff will have adequate amounts of\nsuitable resources and equipment\navailable, which will enable them to\ndeliver the curriculum coverage needed.\nPupils will enjoy lessons that have been\nadequately resourced.", "", "", "By\nEaster\n2017", "", "", " Time: the whole\nstaff need to be\ninvolved in this.\nTime costs will be\nstaff meeting\ntimes/ inservice\ntime.\nMoney for new\nequipment.", "" ], [ "2. Improve teacher confidence", " Observe good practice at other\nschools\nSee quality lessons delivered in school\nby visiting Science practitioners", "", "", "Increased staff confidence, resulting in\nquality science lessons, and the\nplanning and delivery of a ‘science\nweek’.", "All staff", "", "By\nJuly\n2017", "", "", " Time to go to\nother schools\n Supply costs\n Visitor costs\nPlanning time for\nscience week", "" ], [ "3. Ensure SC1 is prioritized", " Ensure children are ‘working\nscientifically’ by staff focus on SC1\nobjectives in every lesson\nalongside knowledge Learning\nIntentions.", "", "", "Evidence of SC1 is clear in tasks\nundertaken by children.\nPlanning ensures there is a progression\nof SC1 skills from R to Y6.\nChildren show increasing independence\nin setting up investigations and in\nrecording, analysing and interpreting the\nresults.", "", "", "Spring\n2017", "", "", " Time for\ndiscussing the\nmodel/structure\nwe follow\n learning walks\nmonitoring\n(Planning/books/reco\nrded work)", "" ] ], "row_count": 4, "col_count": 12 }, { "headers": [ "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Key Actions", "", "Action Leader", "Time Scale and\nResource\nImplications", "Outcomes for Children", "Evaluation/ Review", "" ], [ "", "", "", "", "", "", "" ], [ "To reflect on the existing long term plan\nand rewrite it to support clarity of\nlearning intentions in non core subjects.", "", "", "Summer term ready\nto use in Autumn\nterm", "Children’s involvement in planning non core subjects\nhas clear skills/ knowledge guidance. Children are\naware of the difference between the two and can talk\nabout skills development across a range of subjects with\nclarity.", "*LTP ready for use in Sep. All classes using it to\nsupport topic work and guiding children in 3 parts of\nlearning i.e ASK.", "" ], [ "", "", "", "", "", "", "" ], [ "To produce a template for lesson\nobservations which focuses on\nmonitoring progression in\nskills/knowledge/learning habits.", "", "", "Autumn term", "Lesson observations will show that clear learning\nintentions enable children to develop the skills and\nknowledge stated in the planning and that learning\nprogresses.", "*Nov - Observation checklist & new format in use -\nobservations (non core) show some confusion in\nlearning intentions - staff need to focus on 1 aspect of\nthe ASK model in any one session\n*Feb repeat of non core observations shows distinct\nimprovement in learning intentions\n*April - checklist refined to support feedback", "" ], [ "", "", "", "", "", "", "" ], [ "To restructure short term plans to\nsupport the development of clear\nlearning intentions in non core subjects.", "", "", "Summer term ready\nto use in Autumn\nterm", "Planning scrutinies will show that teachers are using\nskills/ knowledge to guide activities which enable\nchildren to develop/use the stated skill/knowledge", "*Ready for use in Sep - now on Google Docs to allow\njoint reflections with HT/DHT.\n*Feb - ASK section made more explicit in non core\nsubjects.", "" ], [ "", "", "", "", "", "", "" ], [ "INSET and twilight training in visual\nmapping.", "", "", "September INSET\nand two twilights", "Children will be able to structure their thinking using\nthe visual maps. Pupil interviews will demonstrate that\npupils find the maps a useful tool and that their thinking\nskills are improving.", "Circle and bubble maps used from Sep. Dec. - ready for\nmore! *\n*March - breadth of maps in use across school\n*Feb - thoughts developing alongside use of maps with\nBlooms … future thoughts!\n*May - range of visual maps used consistently across\nschool - obs. show children beginning to choose specific\nmaps for a specific purpose", "" ] ], "row_count": 11, "col_count": 7 }, { "headers": [ "Children’s involvement in planning non core subjects" ], "rows": [ [ "has clear skills/ knowledge guidance. Children are" ], [ "aware of the difference between the two and can talk" ], [ "about skills development across a range of subjects with" ], [ "clarity." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "*LTP ready for use in Sep. All classes using it to" ], "rows": [ [ "support topic work and guiding children in 3 parts of" ], [ "learning i.e ASK." ], [ "" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "*Ready for use in Sep - now on Google Docs to allow" ], "rows": [ [ "joint reflections with HT/DHT." ], [ "*Feb - ASK section made more explicit in non core" ], [ "subjects." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "To produce planning walls/areas with\nchildren.", "", "", "Ongoing", "Children will take an active role in planning using the\nLTP as guidance: any questions they ask will be\nresearched, knowledge will progress and findings will\nbe displayed on the planning wall/areas for children to\nrefer to.", "*Nov - All classes have planning walls. Trialling\nenquiry based topic learning from Jan.\n*April - planning walls show ASK in all classes", "" ], [ "", "", "", "", "", "", "" ], [ "* To use a high order thinking skill in\nthe split screen introduction and\nensure children use these skills across\na range of contexts.", "", "", "Ongoing", "Pupil interviews and visual maps will show children are\nincreasingly able to use/discuss skills in a variety of\nsituations.", "*Nov. lesson ops. resulted in teachers beginning to use\ntriangular representation for ASK introduction. All\nteachers observed had a HOT skill but clarity is still\nneeded.\n*Feb - informal pupil interviews during lesson ops. - all\nchildren thought ASK supported their learning as it\nhelped them ‘know what to do’", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "Children will take an active role in planning using the" ], "rows": [ [ "LTP as guidance: any questions they ask will be" ], [ "researched, knowledge will progress and findings will" ], [ "be displayed on the planning wall/areas for children to" ], [ "refer to." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Key Actions", "", "Action\nLeader", "Time Scale &\nResource\nImplications", "Outcomes for Children", "Evaluation/ Review", "" ], [ "", "", "", "", "", "", "" ], [ "To research outdoor environments\nVisit Ballacottier, Ballasalla\nVisit Ballacottier, Ballasalla\nSummarise key points from Dirty Teaching (Robertson) and identify range\nof additional readings\nWillaston\nAll - anything of particular interest to be displayed / shared", "", "", "Autumn Term\n4 afternoons\nsupply costs to\ncover release", "Children are encouraged to play by staff\nwho understand the value of free play,\nmeasured risk taking and a richer outdoor\nenvironment", "*Sep Twilight with IOMCC - all staff - new\nplay policy in place\n*All classes engaged in risk assessment/benefit\nfrom Oct. Play display in green hall - also\nphoto. evidence.\nLOtC Course 2/3/17", "" ], [ "", "", "", "", "", "", "" ] ], "row_count": 7, "col_count": 7 }, { "headers": [ "To research outdoor environments" ], "rows": [ [ "Visit Ballacottier, Ballasalla" ], [ "Visit Ballacottier, Ballasalla" ], [ "Summarise key points from Dirty Teaching (Robertson) and identify range" ], [ "of additional readings" ], [ "Willaston" ], [ "" ], [ "All - anything of particular interest to be displayed / shared" ] ], "row_count": 7, "col_count": 1 }, { "headers": [ "Autumn Term" ], "rows": [ [ "4 afternoons" ], [ "supply costs to" ], [ "cover release" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "Children are encouraged to play by staff" ], "rows": [ [ "who understand the value of free play," ], [ "measured risk taking and a richer outdoor" ], [ "environment" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "*Sep Twilight with IOMCC - all staff - new" ], "rows": [ [ "play policy in place" ], [ "*All classes engaged in risk assessment/benefit" ], [ "from Oct. Play display in green hall - also" ], [ "photo. evidence." ], [ "LOtC Course 2/3/17" ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "To understand thorough risk assessment for playground activities\n1) Identify appropriate forms\n2) Liaise with @ children centre\n3) Liaise with\n4) Check caretaker can be expected to monitor weekly & what changes\nshould be noted\n5) Share / develop ideas in responsibility / risk in KS assemblies", "", "", "Autumn Term\n2 afternoons\nsupply costs to\ncover release", "Children are engaged in a dialogue about\nrights, risks and responsibilities\nChildren are more self aware / reliant and\nable to identify hazards and take measures\nto control them\nChildren have a shared language that\nencourages safe but adventurous play", "Supply caretakers - doing much of weekly\nmonitoring\nOngoing child based risk assessments -\ndisplayed in green hall\ncalled out two occasions - tree play and\npaperwork\nPhone calls and emails with Nov16\n£4k agreed from budget for CC paperwork,\nname support, resources\nsite visit 2/3/17\nDiscussion with / job spec to follow (3/3)\nChanges to policy and RAs from Feb17 - clearer\nroles and responsibilities required by\nApril - risk assessments reviewed and signed", "" ], [ "", "", "", "", "", "", "" ], [ "To compile list that identifies, sources and costs appropriate equipment for\nout door play\n1) school visits\n2) quiz\n3) To provide equipment for outdoor play e.g play bins", "", "", "Autumn Term\n£TBC", "Children have equipment with which to\nengage freely", "All spends on spreadsheet\nsome equipment delivered Feb16 - slow intro\nvital\nden building resources to follow 3/3", "" ], [ "", "", "", "", "", "", "" ], [ "To share ideas with all staff, including dinner ancillaries\n1) training from Children’s Centre - twilight for all staff (20.9.16)\n2) consider mix of year groups on playgrounds\n3) display board/use It’s Learning page during research process\n4) slots at staff meetings to relay progress\n5) 15min lunchtime observation sessions where staff pair up and work\nwith ancillaries", "", "", "Ongoing - inc.\ntwilight in\nSeptember", "Children benefit from a consistent\napproach to outdoor play and a shared\nlanguage concerning safety, opportunities\nto explore, make mistakes, take risks and\nstay safe", "Twilights Sep16 and Jan17\nMixed year group play areas happened naturally\nby mid. Oct\n3) neither used - idea dropped as not serving\npurpose\nstaff meeting and assembly discussions when\nnecessary - as result of reflective practice\nhighlighting prospective hazards", "" ] ], "row_count": 8, "col_count": 7 }, { "headers": [ "To compile list that identifies, sources and costs appropriate equipment for" ], "rows": [ [ "out door play" ], [ "1) school visits" ], [ "2) quiz" ], [ "3) To provide equipment for outdoor play e.g play bins" ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "All spends on spreadsheet" ], "rows": [ [ "some equipment delivered Feb16 - slow intro" ], [ "vital" ], [ "den building resources to follow 3/3" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "To ensure money is ring fenced at start of year\n(not necessary until April 17 budget - once list developed)\na) to remove fitness trail\nb) to landscape in place of fitness trail inc. possible removal of fencing\nc) to move sheds for loose item storage", "", "", "Autumn\nterm\n£10,000 for\nequipment\nwork\nSheds etc\nTBC", "Children have purposeful equipment to\nengage with", "trail removed\nharris fencing removed Jan 16\nSheds moved Jan 16\n£4000 for contents of play bin and to move\nsheds allocated.", "" ], [ "", "", "", "", "", "", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "To ensure money is ring fenced at start of year" ], "rows": [ [ "(not necessary until April 17 budget - once list developed)" ], [ "a) to remove fitness trail" ], [ "b) to landscape in place of fitness trail inc. possible removal of fencing" ], [ "c) to move sheds for loose item storage" ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "Autumn" ], "rows": [ [ "term" ], [ "£10,000 for" ], [ "equipment" ], [ "work" ], [ "Sheds etc" ], [ "TBC" ] ], "row_count": 6, "col_count": 1 }, { "headers": [ "trail removed" ], "rows": [ [ "harris fencing removed Jan 16" ], [ "Sheds moved Jan 16" ], [ "£4000 for contents of play bin and to move" ], [ "sheds allocated." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Key Actions", "", "Action Leader", "Time Scale and\nResource\nImplications", "Outcomes for Children", "Evaluation/ Review", "" ], [ "", "", "", "", "", "", "" ], [ "TLRs to work alongside other staff to\nimprove indoor environments by\ncreating:\n1) Role play, nature tables / wonder\nareas\n2) Independent areas with resources\nwhich facilitate open ended\nactivities", "", "DHT and TLR s", "Ongoing but\nbeginning in\nAutumn term", "Children have time to collaborate on creative,\npurposeful and ‘non-directed’ challenges, engage in role\nplay and contribute to conversations/ activities\ninvolving high order thinking", "Following AHT/ADHT training with -review of Awe &\nWonder in Nov. - needs to be in it’s own right not to\nstimulate writing.\nGood use of new S&L descriptors & ICT in KS1 to\nsupport expected outcomes for oral rehearsal of writing\n*Feb - KS1 working on shared area to provide focussed\nstations with more rigorous outcomes expected\n*March - nature tables in KS1 and Y5", "" ], [ "", "", "", "", "", "", "" ] ], "row_count": 7, "col_count": 7 }, { "headers": [ "TLRs to work alongside other staff to" ], "rows": [ [ "improve indoor environments by" ], [ "creating:" ], [ "1) Role play, nature tables / wonder" ], [ "areas" ], [ "2) Independent areas with resources" ], [ "which facilitate open ended" ], [ "activities" ] ], "row_count": 7, "col_count": 1 }, { "headers": [ "Children have time to collaborate on creative," ], "rows": [ [ "purposeful and ‘non-directed’ challenges, engage in role" ], [ "play and contribute to conversations/ activities" ], [ "involving high order thinking" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "Following AHT/ADHT training with -review of Awe &" ], "rows": [ [ "Wonder in Nov. - needs to be in it’s own right not to" ], [ "stimulate writing." ], [ "Good use of new S&L descriptors & ICT in KS1 to" ], [ "support expected outcomes for oral rehearsal of writing" ], [ "*Feb - KS1 working on shared area to provide focussed" ], [ "stations with more rigorous outcomes expected" ], [ "*March - nature tables in KS1 and Y5" ] ], "row_count": 7, "col_count": 1 }, { "headers": [ "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Staff to provide well resourced creative\nareas (see above) which encourage\npurposeful free writing", "", "All staff", "Ongoing but\nbeginning in\nAutumn term", "Children have opportunities and time to follow their\nown lines of enquiry / write about/discuss their own\nideas and experiences", "*Nov learning walks - still some issues with\nindependent areas (resourcing, time) - children need\ndirecting to them and then need time to continue ideas.\nStaff meeting discussion re: ‘free writing week’\n*March - use of picture books across school to provide\nstimulus and structure", "" ], [ "", "", "", "", "", "", "" ], [ "All staff use children’s free writing to\ninform expectations and help judge\nlevels", "", "All staff", "Ongoing", "Teacher/child assessments lead to purposeful/ accurate\nbuilding of writing skills to ensure appropriate next\nsteps for individuals", "Nov. moderation - free writing used but still need\ngreater range of evidence - time in KS2 an issue", "" ], [ "", "", "", "", "", "", "" ], [ "To ensure every class has sufficient\nresources", "", "All staff", "Autumn Term\n£600 for all classes", "Children are able to develop their language and thinking\nby having access to quality relevant resources in role\nplay/ writing etc areas", "Budget available - need for key boards for i pads in\nY5/6 (request from boys)\nIssue of time to monitor resources", "" ], [ "", "", "", "", "", "", "" ], [ "To monitor boys use of the environment\nand adapt practise to increase productive\nengagement for boys", "", "All staff", "End of year", "Boys are given more challenging and engaging\nopportunities to practise and extend writing skills, they\nhave clear guidance on using independent challenges\nand have expected outcomes for these challenges", "March - Work on writing stimuli began - learning walk\nshowed lots of skills support but few ideas to stimulate\nwriting\nWebsites and other resources shared with staff re:\nstimulus of writing", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ] ], "row_count": 12, "col_count": 7 }, { "headers": [ "Boys are given more challenging and engaging" ], "rows": [ [ "opportunities to practise and extend writing skills, they" ], [ "have clear guidance on using independent challenges" ], [ "and have expected outcomes for these challenges" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "March - Work on writing stimuli began - learning walk" ], "rows": [ [ "showed lots of skills support but few ideas to stimulate" ], [ "writing" ], [ "Websites and other resources shared with staff re:" ], [ "stimulus of writing" ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "Pupil participation\nmaximised through\ninclusive practice to remove\nbarriers to learning for all\nchildren.", "Vulnerable groups are identified and impact of interventions are tracked\nInclusive practice monitored to ensure barriers are removed for all children - link with E4L principle ‘inclusion’\nObservations and learning walks indicate increase involvement in outdoor learning across the school\nFS have undergone the Step into Quality Mark\nSchool Council have developed and embraced Rotakids - link with E4L principle Pupil Voice\nUse of ‘Inclusion indicators ‘ show progress in Creating Inclusive Cultures ( ‘Partnership between staff and parents/carers’\n‘Local communities involved in the school’, staff and students treat one another with respect) see http://dantescuola.gov.it/\ndantescuola.eu/COMENIUS/Comenius2013 15/01Mobilita%20in%20Bulgaria%20-%20Sofia/Readings/Index4INCLUSION.pdf\nLink to E4L principle ‘partnership with the community’", "", "", "", "", "" ], "rows": [ [ "Partnership between staff and\nparents/carers\nLocal communities involved in the\nschool", "", "Peng - establish a bedtime story initiative in KS1", "", "", "", "" ], [ "", "", "link to above invite parents to come in to share an\nafternoon for T4W", "", "", "", "" ], [ "", "sum 17", "Following parent forum - suggestion for bring a parent/carer\nto school day.", "", "", "", "" ] ], "row_count": 3, "col_count": 7 } ] }, { "case_id": 354861, "title": "Child Evangelism Fellowship - have they visited schools to discuss any subject matter", "authority": "Department of Education, Sport and Culture", "date_received": "2017-06-30", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture confirmed that representatives of the Child Evangelism Fellowship visit various Isle of Man schools to deliver Bible story assemblies and prayers, providing a detailed breakdown of visit frequencies per school.", "key_facts": [ "Representatives of the Child Evangelism Fellowship visit schools to retell Bible stories and lead prayers similar to 'Open the Book'.", "Pupils are given the option to say 'Amen' at the end of these assemblies.", "Headteachers determine which community figures are welcomed into schools, and all visitors are accompanied and monitored.", "Teachers are expected to intercede immediately if they become aware of 'evangelising' beyond the agreed scope.", "The visits are subject to the Education Act 2001, which mandates religious education be broadly Christian but not distinctive of any particular denomination." ], "data_mentioned": [ "2017-06-30", "2017-07-14", "11th July 2017", "IM93553I", "90340I", "Education Act 2001", "8 occasions a year", "Seven visits", "32 assemblies 2013-17", "20 times since 2013", "10 times this academic year", "28 times this academic year", "12 times a year", "5 times a year", "4 times this academic year", "Every 6 weeks", "7 visits this academic year", "4 visits this academic year" ], "exemptions_cited": [], "tables": [ { "headers": [ "Name of\nSchool", "", "", "", "Has any representative from the", "", "", "", "", "How many times has a representative(s)\nof the Child Evangelism Fellowship\nvisited any school on the Isle of Man to\ndiscuss any subject matter (either\nformally or informally with any pupil(s))", "", "" ], "rows": [ [ "", "", "", "", "Child Evangelism Fellowship visited", "", "", "", "", "", "", "" ], [ "", "", "", "", "any school on the Isle of Man to", "", "", "", "", "", "", "" ], [ "", "", "", "", "discuss any subject matter (either", "", "", "", "", "", "", "" ], [ "", "", "", "", "formally or informally with any", "", "", "", "", "", "", "" ], [ "", "", "", "", "pupil(s))", "", "", "", "", "", "", "" ], [ "", "", "", "", "Yes", "", "", "No", "", "", "", "" ], [ "Anagh Coar", "", "", "Yes", "", "", "", "", "", "8 occasions a year", "", "" ], [ "Andreas", "", "", "Yes", "", "", "", "", "", "2016-2017 Seven visits", "", "" ], [ "Arbory", "", "", "Yes", "", "", "", "", "", "Taken 32 assemblies 2013-17", "", "" ], [ "Ashley Hill", "", "", "Yes", "", "", "", "", "", "Approximately once a half term", "", "" ], [ "Ballacottier", "", "", "", "", "", "No", "", "", "N/A", "", "" ], [ "Ballasalla", "", "", "Yes", "", "", "", "", "", "2016-17 five visits", "", "" ], [ "Ballaugh", "", "", "Yes", "", "", "", "", "", "2016-17 five visits", "", "" ], [ "Braddan", "", "", "Yes", "", "", "", "", "", "6 visits a year", "", "" ], [ "Bunscoill\nGhaelgagh", "", "", "", "", "", "No", "", "", "N/A", "", "" ], [ "Bunscoill\nRhumsaa\n(Junior and\nInfant)", "", "", "Yes", "", "", "", "", "", "7 visits this academic year between\nJunior and Infant", "", "" ], [ "Cronk-y-Berry", "", "", "Yes", "", "", "", "", "", "Once each half term", "", "" ], [ "Dhoon", "", "", "Yes", "", "", "", "", "", "20 times since 2013", "", "" ], [ "Foxdale", "", "", "Yes", "", "", "", "", "", "10 times this academic year", "", "" ], [ "Henry Bloom\nNoble", "", "", "Yes", "", "", "", "", "", "Once a half term", "", "" ], [ "Jurby", "", "", "Yes", "", "", "", "", "", "8 times a year", "", "" ], [ "Kewaigue", "", "", "Yes", "", "", "", "", "", "28 times this academic year", "", "" ], [ "Laxey", "", "", "Yes", "", "", "", "", "", "Approximately 12 times a year", "", "" ], [ "Manor park", "", "", "Yes", "", "", "", "", "", "About 5 times a year", "", "" ], [ "Marown", "", "", "Yes", "", "", "", "", "", "4 times this academic year", "", "" ], [ "Michael", "", "", "Yes", "", "", "", "", "", "Every 6 weeks", "", "" ], [ "Onchan", "", "", "Yes", "", "", "", "", "", "7 visits this academic year", "", "" ], [ "Peel\nClothworkers’", "", "", "Yes", "", "", "", "", "", "Every half term", "", "" ], [ "Phurt le\nMoirrey", "", "", "Yes", "", "", "", "", "", "4 visits this academic year", "", "" ] ], "row_count": 29, "col_count": 12 }, { "headers": [ "How many times has a representative(s)" ], "rows": [ [ "of the Child Evangelism Fellowship" ], [ "visited any school on the Isle of Man to" ], [ "discuss any subject matter (either" ], [ "formally or informally with any pupil(s))" ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "Rushen", "", "", "", "", "", "No", "", "", "N/A", "", "" ], "rows": [ [ "Scoil yn\nJubilee (Junior\nand Infant)", "", "", "0", "", "", "No", "", "", "N/A", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "St John’s", "", "", "", "", "", "No", "", "", "N/A", "", "" ], [ "St Marys RC", "", "", "", "", "", "No", "", "", "N/A", "", "" ], [ "St Thomas’ C\nof E", "", "", "Yes", "", "", "", "", "", "6 visits a year", "", "" ], [ "Sulby", "", "", "Yes", "", "", "", "", "", "6-8 visits a year", "", "" ], [ "Vallajeelt", "", "", "Yes", "", "", "", "", "", "7 visits this academic year", "", "" ], [ "Victoria Road", "", "", "Yes", "", "", "", "", "", "8 visits this academic year", "", "" ], [ "Wilaston", "", "", "Yes", "", "", "", "", "", "Visits weekly", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Ballakermeen\nHigh School", "", "", "", "", "", "No", "", "", "N/A", "", "" ], [ "Castle Rushen\nHigh School", "", "", "", "", "", "No", "", "", "N/A", "", "" ], [ "Queen\nElizabeth II\nHigh School", "", "", "", "", "", "No", "", "", "N/A", "", "" ], [ "Ramsey\nGrammar\nSchool", "", "", "", "", "", "No", "", "", "N/A", "", "" ], [ "St Ninian’s\nHigh School", "", "", "", "", "", "No", "", "", "N/A", "", "" ], [ "St Ninian’s\nLower School", "", "", "", "", "", "No", "", "", "N/A", "", "" ] ], "row_count": 16, "col_count": 12 } ] }, { "case_id": 354865, "title": "Students attending university in the UK", "authority": "Department of Education, Sport and Culture", "date_received": "2017-07-02", "outcome": "Information not held", "summary": "The request sought data on UK university students funded by the Isle of Man government for 2010-2013 and their subsequent return to full-time employment. The Department of Education provided the student attendance figures but refused the employment return data, citing that the information was not held and was subject to exemptions regarding future publication and policy formulation.", "key_facts": [ "The Department of Education, Sport and Culture responded to the request on 25 July 2017.", "Student numbers for UK university courses funded by the IOM government were disclosed for three academic years.", "The request for data on students returning to the IOM in full-time employment was refused.", "The refusal was partly based on the information not being held or analyzed by the Department.", "A survey of Manx graduates was conducted, but the data is subject to exemptions until analysis and publication." ], "data_mentioned": [ "2010/2011 = 1,214", "2011/2012 = 1,288", "2012/2013 = 1,324", "2017-07-02", "2017-07-25", "IM93763I" ], "exemptions_cited": [ "Section 11(3) - Information not held", "Section 34 - Formulation of Government policy", "Section 35 - Conduction of public business", "Section 41 - Information for future publication" ], "tables": [ { "headers": [ "Academic Year", "Number of Students" ], "rows": [ [ "2010/2011", "1,214" ], [ "2011/2012", "1,288" ], [ "2012/2013", "1,324" ] ], "row_count": 3, "col_count": 2 } ] }, { "case_id": 354867, "title": "Co-location of St Thomas school to Vallajeelt", "authority": "Department of Education, Sport and Culture", "date_received": "2017-07-03", "outcome": "Information not held", "summary": "A Freedom of Information request sought details on the co-location of St Thomas's school to Scooil Vallajeelt, including pupil postcodes, enrollment projections, and traffic analysis. The Department of Education disclosed the first four digits of pupil postcodes but refused to provide future enrollment projections or traffic analysis data, citing that the information was not held.", "key_facts": [ "The Department disclosed the first four digits of postcodes for pupils attending St Thomas's school.", "St Thomas's school is an open catchment school, allowing parents to register children regardless of residence.", "Future enrollment projections for 2018-2028 were refused because the Department does not hold this information.", "It is anticipated that a maximum of 100 pupils would be accommodated at the new site in any queried year.", "The Department stated that it is the responsibility of parents to transport their children to and from school." ], "data_mentioned": [ "IM1 1", "IM2 1", "IM2 4", "IM9 1", "IM1 2", "IM2 5", "IM9 5", "IM1 3", "IM2 2", "IM9 6", "IM1 4", "IM2 7", "IM2 3", "IM3 4", "IM3 6", "IM4 4", "IM4 6", "IM4 7", "2017-07-03", "2017-07-28", "2018-19", "2019-20", "2022-2023", "2027-2028", "100 pupils", "section 11(3)(a)", "0301994B", "January 2004", "February 2004", "20 June", "21 June", "4 classrooms" ], "exemptions_cited": [ "Section 11(3)(a) of the Act (Information not held)" ], "tables": [ { "headers": [ "IM1 1", "IM2 1", "IM2 4", "IM9 1" ], "rows": [ [ "IM1 1", "IM2 1", "IM2 4", "IM9 5" ], [ "IM1 2", "IM2 1", "IM2 5", "IM9 6" ], [ "IM1 3", "IM2 2", "IM2 5", "IM9 6" ], [ "IM1 3", "IM2 2", "IM2 5", "IM9 6" ], [ "IM1 3", "IM2 2", "IM2 5", "IM9 6" ], [ "IM1 3", "IM2 2", "IM2 5", "" ], [ "IM1 4", "IM2 2", "IM2 5", "" ], [ "IM1 4", "IM2 2", "IM2 5", "" ], [ "IM1 4", "IM2 2", "IM2 7", "" ], [ "IM1 4", "IM2 3", "IM2 7", "" ], [ "IM1 4", "IM2 3", "IM2 7", "" ], [ "IM1 4", "IM2 3", "IM3 4", "" ], [ "IM1 4", "IM2 3", "IM3 4", "" ], [ "IM1 4", "IM2 3", "IM3 6", "" ], [ "IM1 4", "IM2 3", "IM3 6", "" ], [ "IM1 4", "IM2 3", "IM4 4", "" ], [ "IM1 4", "IM2 3", "IM4 6", "" ], [ "IM1 4", "IM2 3", "IM4 6", "" ], [ "IM1 4", "IM2 3", "IM4 7", "" ], [ "IM1 4", "IM2 3", "IM4 7", "" ], [ "IM1 4", "IM2 4", "IM4 7", "" ] ], "row_count": 21, "col_count": 4 }, { "headers": [ "Attendees", "" ], "rows": [ [ "Mr Graham Cregeen, MHK", "Minister for Education and Children" ], [ "Mr Geoff Corkish, MBE MLC", "Department Member" ], [ "Mrs Ann Corlett, MHK", "Department Member" ], [ "Mr Lawrie Hooper, MHK", "Department Member" ], [ "Professor Ronald Barr", "Chief Executive Officer" ], [ "Mr Geoff Moorcroft", "Director of Education" ], [ "Mrs Sue Mowle", "Director of Inclusion and Safeguarding" ], [ "Mr Andrew Shipley", "Legal and Administration Manager" ], [ "Mr Paul Bridson", "Head of Sport and Recreation" ], [ "Mr Richard Collister", "Director of Estates\n(in attendance for presentation of report)" ], [ "Mr Andy Wade", "Head of Corporate Services" ], [ "Apologies", "" ], [ "Mrs Yvette Mellor", "Director of Strategy & Corporate Services" ], [ "Mr Glenn Shimmin", "Director of Finance" ], [ "Ms Joanne Overty", "Communications Partner, Cabinet Office" ] ], "row_count": 15, "col_count": 2 } ] }, { "case_id": 354877, "title": "Does DEC or Treasury receive any funds from St Thomas School", "authority": "Department of Education, Sport and Culture", "date_received": "2017-07-13", "outcome": "All information sent", "summary": "The request asked whether the Department of Education or Treasury receives funds from churches for faith schools on the Isle of Man and if future talks are occurring. The response disclosed that St Thomas's School received £1,357 in ad-hoc resources from its church, while St Mary's School received unquantified resources, and confirmed no future funding talks are known.", "key_facts": [ "Both faith schools on the Isle of Man have received assistance from their respective churches over the past 5 years.", "St Thomas's School received £1,357 for ad-hoc resources.", "St Mary's School received ad-hoc resources and publications, but the amount was not quantified.", "The Department of Education and Children is not aware of any talks regarding receiving funds in the future.", "No documentation exists for future funding meetings as no such talks have occurred." ], "data_mentioned": [ "£1,357", "past 5 years", "2017-07-13", "2017-08-04", "2012", "IM95027I" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "Assistance Received", "Amount" ], "rows": [ [ "St Mary's School", "Ad-hoc resources and publications (not quantified by the school)", "N/A" ], [ "St Thomas's School", "Ad-hoc resources", "£1,357" ] ], "row_count": 2, "col_count": 3 } ] }, { "case_id": 354883, "title": "How many unqualified teachers", "authority": "Department of Education, Sport and Culture", "date_received": "2017-07-18", "outcome": "All information sent", "summary": "The request sought details on the number, subjects, and roles of unqualified teachers in Isle of Man secondary schools for the 2016/17 academic year. The Department of Education disclosed that eight staff members were employed as unqualified teachers in training roles across four schools, with specific details provided on their teaching responsibilities and the absence of advertised posts at the time.", "key_facts": [ "Eight unqualified teachers were employed across four secondary schools while undertaking initial teacher training.", "Ballakermeen High School had two unqualified staff members working in support roles for SEBD students and Performing Arts.", "Castle Rushen High School employed four trainees teaching subjects including English, Drama, Music, Science, and DT.", "The unqualified teacher at Queen Elizabeth II High School had actually achieved QTLS status in April 2016.", "No unqualified teachers outside of training agreements had full responsibility for planning and delivering lessons." ], "data_mentioned": [ "8", "2016/17", "April 2016", "2017-07-18", "2017-08-03", "IM95637I", "2", "4", "1", "14 years" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "Number of Unqualified Teachers", "Subjects Taught", "Year Groups / Key Stages", "Teaching GCSE/IGCSE/AS/A Level?", "Responsibility for Planning/Delivery", "Posts Advertised (as of request)" ], "rows": [ [ "Ballakermeen High School", "2", "SEBD support; Performing Arts support", "Small groups (excluded students); Support roles", "No (may deliver aspects with work supplied by specialist; may sit in occasionally)", "No (support roles only; not expected to plan lessons)", "0" ], [ "Castle Rushen High School", "4", "English, Drama, Music, Creative Writing, RE, Live Skills, Science, DT", "KS3, KS4, KS5", "Yes (KS5 generally by final year trainees)", "Yes (within training agreement)", "0" ], [ "Queen Elizabeth II High School", "0", "N/A", "N/A", "N/A", "N/A (Teacher mentioned in Minister's reply awarded QTLS in April 2016)", "0" ], [ "St Ninian's High School", "1", "Not specified in text", "Not specified in text", "Not specified in text", "Not specified in text", "1" ] ], "row_count": 4, "col_count": 7 } ] }, { "case_id": 354905, "title": "Pupil breakdown in SVJ & Douglas/Braddan areas per FoI ref. IM93918I", "authority": "Department of Education, Sport and Culture", "date_received": "2017-08-06", "outcome": "All information sent", "summary": "The request sought a breakdown of correspondence regarding the proposed co-location of St Thomas' and Scoill Vallajeelt schools sent to various officials between 29 July and 4 August 2017. The Department of Education disclosed data for its own members and officers but refused the request for elected representatives outside the department, citing a practical refusal reason.", "key_facts": [ "The Department received 1 letter/email in favour of the proposal for Mr H Quayle (Chief Minister) and 1 for Mr G Cregeen (Minister for Education).", "Mr A Shipley (Legal and Administration Manager) received 1 letter/email in favour of the proposal.", "No correspondence was recorded for the Department of Economic Development members or the Education Council members listed.", "Information regarding correspondence sent to Mrs K Beecroft, Mrs D Caine, Mr B Malarkey, and Ms C Bettison was refused as they are not Department members.", "A correction was issued for a previous request (IM69674I), adding 6 letters opposing the proposal from the period 14 June to 28 July 2017." ], "data_mentioned": [ "29/07/17 to 04/08/17", "14/06/17 to 28/07/17", "1", "6", "0", "IM97969I", "IM69674I", "IM96974I" ], "exemptions_cited": [ "Section 11(3)(a) of the Act (Practical refusal reason: information not held by the Department)" ], "tables": [ { "headers": [ "", "Letters and emails from IoM residents regarding St Thomas’/Scoill Vallajeelt co-", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "location (received between the period 29/07/17 to 04/08/17)", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "A", "", "", "B", "", "", "C", "", "", "D", "" ], [ "Member/Officer name", "Member/Officer name", "", "Total number of\nletters and emails", "Total number of", "", "Letters & emails\nin column A\nfavour of the\nproposal", "Letters & emails", "", "", "Letters &", "", "", "Letter &", "" ], [ "", "", "", "", "letters and emails", "", "", "in column A", "", "", "emails in", "", "", "emails on", "" ], [ "", "", "", "", "", "", "", "favour of the", "", "", "column A", "", "", "column A", "" ], [ "", "", "", "", "", "", "", "proposal", "", "", "against the", "", "", "categorised", "" ], [ "", "", "", "", "", "", "", "", "", "", "proposal", "", "", "as ‘other’", "" ], [ "Mr H Quayle, MHK Chief\nMinister (see note overleaf)", "", "", "1*", "", "", "", "", "", "1*", "", "", "", "", "" ], [ "Mr G Cregeen MHK Minister\nfor Education and Children", "", "", "1", "", "", "", "", "", "1", "", "", "", "", "" ], [ "Mr G Corkish MBE, MLC\nMember of the Department of\nEconomic Development", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Mrs A Corlett MHK Member of\nthe Department of Economic\nDevelopment", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Mr L Hooper MHK Member of\nthe Department of Economic\nDevelopment", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Professor R. Barr, Chief\nExecutive Officer", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Mr G Moorcroft, Director of\nEducation", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Ms Y Mellor, Director of\nStrategy and Corporate\nServices", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Mr R Collister, Estates Director", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Mr A Shipley, Legal and\nAdministration Manager", "", "", "1", "", "", "", "", "", "1", "", "", "", "", "" ], [ "Mr S Bevan", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Mrs B Brereton", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Mr A Cole", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Mrs M Mansfield", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Mrs T Martin", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Mrs J Pendree", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Mrs D Brown", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Mr R Smith", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Mrs L Strickett", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Mr R Turton", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 27, "col_count": 15 }, { "headers": [ "", "A", "", "", "B", "", "", "C", "" ], "rows": [ [ "", "Total number of letters", "", "", "Column A – in favour of the", "", "", "Column A - opposing the", "" ], [ "", "14/06/17 to 28/07/17", "", "", "proposal", "", "", "proposal", "" ], [ "6", "", "", "0", "", "", "6", "", "" ] ], "row_count": 3, "col_count": 9 } ] }, { "case_id": 354907, "title": "Selected Primary School Improvement Plans #2", "authority": "Department of Education, Sport and Culture", "date_received": "2017-08-14", "outcome": "All information sent", "summary": "A Freedom of Information request sought School Improvement Plans and related governance details for five specific primary schools on the Isle of Man. The Department of Education, Sport and Culture provided the requested plans and confirmed that no recommendations were submitted by the governing bodies, though minor redactions were applied to protect personal data.", "key_facts": [ "The request covered Ashley Hill, Cronk y Berry, Laxey, Onchan, and Willaston Primary Schools.", "School Improvement Plans for the requested schools were provided in full.", "No recommendations were submitted by any of the school governing bodies regarding their plans.", "Minor redactions were made to the documents to preserve personal information.", "The response was issued on 8 September 2017." ], "data_mentioned": [ "2017-08-14", "2017-09-08", "1st May 2013", "2016-2017", "Jan to July 2017", "2016-2019", "2016", "section 25", "5 schools", "3-year improvement plan" ], "exemptions_cited": [ "Section 25 of the Act (absolute exemption for personal information)" ], "tables": [ { "headers": [ "", "School", "", "", "Most recent SIP", "", "", "Range of SIP", "" ], "rows": [ [ "Ashley Hill", "", "", "2016-2017", "", "", "2016-2017", "", "" ], [ "Cronk Y Berry", "", "", "2017", "", "", "Jan to July 2017-", "", "" ], [ "Laxey", "", "", "2016-2019", "", "", "2016-2019", "", "" ], [ "Onchan", "", "", "2016-2017", "", "", "2016-2017", "", "" ], [ "Willaston", "", "", "2016", "", "", "Not stated", "", "" ] ], "row_count": 5, "col_count": 9 } ] }, { "case_id": 354911, "title": "No. of children receiving home education", "authority": "Department of Education, Sport and Culture", "date_received": "2017-08-16", "outcome": "All information sent", "summary": "A Freedom of Information request was made to the Department of Education, Sport and Culture regarding the number of children receiving home education. The authority disclosed the total count, broken down by primary and secondary school levels, confirming all requested information was sent.", "key_facts": [ "The request was received on 2017-08-16 and responded to on 2017-08-22.", "There were 35 children registered as home educated at the primary level.", "There were 22 children registered as home educated at the secondary level.", "The total number of children receiving home education was 57.", "The information was scheduled to be published on the Government website." ], "data_mentioned": [ "2017-08-16", "2017-08-22", "35", "22", "57", "IM99328I" ], "exemptions_cited": [], "tables": [ { "headers": [ "Schools", "", "No. of children", "" ], "rows": [ [ "", "", "receiving home", "" ], [ "", "", "education", "" ], [ "Primary", "35", "", "" ], [ "Secondary", "22", "", "" ], [ "Total", "57", "", "" ] ], "row_count": 5, "col_count": 4 } ] }, { "case_id": 354915, "title": "Permanent and updated pupil numbers at all schools", "authority": "Department of Education, Sport and Culture", "date_received": "2017-08-22", "outcome": "No information sent - all held but exempt", "summary": "The requester asked for permanent school capacity figures and updated projected pupil rolls for the 2017/2018 academic year on the Isle of Man. The Department of Education refused to provide the 2017/2018 data as exempt because it was incomplete and intended for future publication, while directing the requester to an existing website for capacity figures.", "key_facts": [ "The request was made on 2017-08-22 and responded to on 2017-09-04.", "Permanent capacity figures were refused under Section 20(2)(b) as they are already published online.", "Projected pupil rolls for 2017/2018 were refused under Section 41 as the information was incomplete and intended for future publication.", "The Department planned to upload the requested 2017/2018 data to their website by the October 2017 half term.", "Incomplete data was withheld to avoid presenting an inaccurate picture of school rolls due to ongoing enrolments and sixth form decisions." ], "data_mentioned": [ "2017-08-22", "2017-09-04", "2017/2018", "October 2017", "6390", "6429", "5236", "5258", "IM100077I" ], "exemptions_cited": [ "Section 20(2)(b) - Information accessible to applicant by other means", "Section 41 - Information intended for future publication" ], "tables": [ { "headers": [ "School Name", "Projected Roll at April 2017", "2017/2018" ], "rows": [ [ "Anagh Coar School", "140", "125" ], [ "Andreas School", "106", "102" ], [ "Arbory Primary School", "181", "180" ], [ "Ashley Hill Primary School", "254", "252" ], [ "Ballacottier School", "270", "261" ], [ "Ballasalla Primary School", "91", "95" ], [ "Ballaugh Primary School", "68", "67" ], [ "Braddan Primary School", "158", "166" ], [ "Bunscoill Ghaelgagh", "67", "Not Available" ], [ "Bunscoill Rhumsaa", "489", "516" ], [ "Cronkberry School", "350", "355" ], [ "Dhoon Primary School", "83", "66" ], [ "Foxdale Primary School", "65", "72" ], [ "Henry Bloom Noble Primary School", "294", "313" ], [ "Jurby School", "63", "68" ], [ "Kewaigue School", "127", "129" ], [ "Laxey Primary School", "207", "196" ], [ "Manor Park Primary School", "103", "97" ], [ "Marown Primary School", "191", "193" ], [ 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the outcome was issued on 2017-09-18.", "The authority confirmed that the requested information was held but exempt from disclosure.", "The response document contains a table listing percentage achievement data for numerous primary schools across the Isle of Man.", "The data covers Key Stage 2 performance levels ranging from L2 to L7.", "No actual information was sent to the requester due to the exemption status." ], "data_mentioned": [ "2017-09-12", "2017-09-18", "2017", "L2", "L3", "L4", "L5", "L6", "L7", "0.0%", "100.0%", "67.9%", "32.1%", "4", "2" ], "exemptions_cited": [], "tables": [ { "headers": [ "Key Stage 2 Data for 2017", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "Speaking & listening", "", "", "", "", "", "Reading", "", "", "", "", "", "Writing", "", "", "", "", "", "Mathematics", "", "", "", "", "", "Science", "", "", "", "", "" ], [ "", "L2", "L3", "L4", "L5", "L6", "L7", "L2", 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"0.0%", "0.0%", "33.3%", "66.7%", "0.0%", "0.0%", "0.0%", "0.0%", "43.3%", "53.3%", "3.3%", "0.0%", "0.0%", "0.0%", "0.0%", "100.0%", "0.0%", "0.0%" ], [ "Scoill yn Jubilee", "1.9%", "15.1%", "71.7%", "9.4%", "0.0%", "0.0%", "5.7%", "13.2%", "58.5%", "22.6%", "0.0%", "0.0%", "5.7%", "24.5%", "39.6%", "28.3%", "1.9%", "0.0%", "1.9%", "13.2%", "62.3%", "22.6%", "0.0%", "0.0%", "1.9%", "13.2%", "62.3%", "22.6%", "0.0%", "0.0%" ], [ "St John's School", "0.0%", "17.6%", "41.2%", "41.2%", "0.0%", "0.0%", "0.0%", "17.6%", "41.2%", "41.2%", "0.0%", "0.0%", "0.0%", "23.5%", "41.2%", "35.3%", "0.0%", "0.0%", "0.0%", "17.6%", "35.3%", "47.1%", "0.0%", "0.0%", "0.0%", "11.8%", "35.3%", "52.9%", "0.0%", "0.0%" ], [ "St Mary’s RC Primary School", "5.9%", "8.8%", "82.4%", "2.9%", "0.0%", "0.0%", "0.0%", "23.5%", "58.8%", "14.7%", "0.0%", "0.0%", "11.8%", "29.4%", "38.2%", "20.6%", "0.0%", "0.0%", "8.8%", "20.6%", "58.8%", "11.8%", "0.0%", "0.0%", "2.9%", "8.8%", "79.4%", "8.8%", "0.0%", "0.0%" ], [ "ST Thomas’ C E School", "0.0%", "0.0%", "77.8%", "22.2%", "0.0%", "0.0%", "0.0%", "0.0%", "55.6%", "44.4%", "0.0%", "0.0%", "0.0%", "11.1%", "88.9%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "55.6%", "44.4%", "0.0%", "0.0%", "0.0%", "0.0%", "44.4%", "55.6%", "0.0%", "0.0%" ], [ "Sulby Primary School", "0.0%", "4.5%", "45.5%", "50.0%", "0.0%", "0.0%", "0.0%", "4.5%", "54.5%", "40.9%", "0.0%", "0.0%", "0.0%", "4.5%", "59.1%", "36.4%", "0.0%", "0.0%", "0.0%", "4.5%", "59.1%", "36.4%", "0.0%", "0.0%", "0.0%", "4.5%", "59.1%", "36.4%", "0.0%", "0.0%" ], [ "Victoria Road Primary School", "0.0%", "11.8%", "64.7%", "23.5%", "0.0%", "0.0%", "0.0%", "20.6%", "52.9%", "26.5%", "0.0%", "0.0%", "5.9%", "8.8%", "61.8%", "23.5%", "0.0%", "0.0%", "0.0%", "8.8%", "64.7%", "26.5%", "0.0%", "0.0%", "0.0%", "8.8%", "58.8%", "32.4%", "0.0%", "0.0%" ], [ "Willaston Primary School", "0.0%", "15.0%", "55.0%", "30.0%", "0.0%", "0.0%", "0.0%", "20.0%", "45.0%", "35.0%", "0.0%", "0.0%", "0.0%", "25.0%", "50.0%", "25.0%", "0.0%", "0.0%", "0.0%", "10.0%", "60.0%", "30.0%", "0.0%", "0.0%", "0.0%", "15.0%", "45.0%", "40.0%", "0.0%", "0.0%" ] ], "row_count": 34, "col_count": 31 } ] }, { "case_id": 354931, "title": "Rushen school - incidents of bullying & exclusions/meaures", "authority": "Department of Education, Sport and Culture", "date_received": "2017-10-05", "outcome": "Some information sent but part exempt", "summary": "A request for bullying statistics and exclusion data at Rushen Primary School was partially fulfilled, with specific incident counts withheld to protect personal data, while general figures and internal procedures were disclosed.", "key_facts": [ "The total number of confirmed bullying incidents at Rushen Primary School across 2015/2016, 2016/2017, and the start of 2017/2018 was fewer than five.", "No pupils were permanently excluded from the school due to bullying incidents.", "Between one and five pupils were suspended during the 2016/2017 academic year for bullying-related issues.", "No victims of bullying were moved or removed from their class or school.", "The school utilizes a digital whole school behaviour log and runs PSHE/Citizenship curricula including SEAL and Jigsaw programs." ], "data_mentioned": [ "fewer than five", "zero", "1 and 5", "2015/2016", "2016/2017", "2017/2018", "2014-2015", "2015", "2017", "2017-10-05", "2017-10-26" ], "exemptions_cited": [ "Section 25 of the Act", "Section 39(1) of the Act (exempt personal information)" ], "tables": [ { "headers": [ "Academic Year / Period", "Total Bullying Incidents", "Incidents Resulting in Exclusion", "Incidents Resulting in Victim Removal", "Notes" ], "rows": [ [ "2015/2016", "Part of \"fewer than five overall\"", "0", "0", "Figure excludes unproven allegations or incidents not managed under anti-bullying policy." ], [ "2016/2017", "Part of \"fewer than five overall\"", "0", "0", "Between 1 and 5 pupils were suspended (not permanently excluded)." ], [ "2017/2018 (since start of term)", "Part of \"fewer than five overall\"", "0", "0", "Figure excludes unproven allegations or incidents not managed under anti-bullying policy." ] ], "row_count": 3, "col_count": 5 }, { "headers": [ "Date", "Staff Member(s)", "Training Course / Activity", "Notes" ], "rows": [ [ "20.1.16", "DHT (Deputy Headteacher)", "IOM Team Teach (positive handling)", "Appraisal cycle changed to September 2015 – July 2016." ], [ "20.4.16", "2 Staff members", "IOM Team Teach (positive handling)", "Appraisal cycle changed to September 2015 – July 2016." ] ], "row_count": 2, "col_count": 4 } ] }, { "case_id": 354933, "title": "Survey monkey results - St Thomas'", "authority": "Department of Education, Sport and Culture", "date_received": "2017-10-05", "outcome": "All information sent", "summary": "A Freedom of Information request was made to the Department of Education, Sport and Culture for the results of a parent survey regarding the proposed co-location of St Thomas' Primary School. The authority disclosed the full statistical breakdown of responses for three specific questions and confirmed the total number of participants.", "key_facts": [ "The survey was conducted by the Head Teacher of St Thomas' Primary School in September 2017.", "A total of 32 parents responded to the survey.", "59.38% of respondents stated they were 'most definitely no' happy with the idea of co-location.", "68.75% of respondents indicated they would consider transferring their child to another school if co-location proceeded.", "The Department of Education considers the survey data to be owned by them." ], "data_mentioned": [ "32 respondents", "12.50%", "4 respondents", "59.38%", "19 respondents", "25%", "8 respondents", "3.13%", "1 respondent", "35.48%", "11 respondents", "64.52%", "20 respondents", "68.75%", "22 respondents", "31.25%", "10 respondents", "2017-10-05", "2017-10-09", "4th September 2017", "IM105799I" ], "exemptions_cited": [], "tables": [ { "headers": [ "Question 1: Are you happy with the idea of a co-location?", "Percentage", "Respondents" ], "rows": [ [ "Yes, it's a great idea", "12.50%", "4" ], [ "Most definitely no", "59.38%", "19" ], [ "No, but will work with it", "25%", "8" ], [ "Not bothered", "3.13%", "1" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "Question 3: Do you feel there are advantages to this move?", "Percentage", "Respondents" ], "rows": [ [ "Yes", "35.48%", "11" ], [ "No", "64.52%", "20" ] ], "row_count": 2, "col_count": 3 }, { "headers": [ "Question 4: Would you consider transferring your child to another school if colocation went ahead?", "Percentage", "Respondents" ], "rows": [ [ "Yes", "68.75%", "22" ], [ "No", "31.25%", "10" ] ], "row_count": 2, "col_count": 3 } ] }, { "case_id": 354935, "title": "Marown primary roll & OoC enrolments", "authority": "Department of Education, Sport and Culture", "date_received": "2017-10-05", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture provided the total pupil enrollment numbers by year group for Marown Primary School but refused to disclose the number of 'out of catchment' pupils.", "key_facts": [ "Total enrollment data for Marown Primary School was released for all year groups from Reception to Year 6.", "The request for 'out of catchment' pupil numbers was refused under practical refusal reasons.", "The Department stated it is not statutorily required to hold or analyze address data relative to catchment areas.", "Compiling the requested out-of-catchment data would require creating or deriving information not currently held in the requested format.", "The response was issued on 6 October 2017 following a request received on 5 October 2017." ], "data_mentioned": [ "20", "32", "28", "22", "26", "31", "2017-10-05", "2017-10-06", "IM105803I", "section 11(3) (a)", "section 8(3)" ], "exemptions_cited": [ "Section 11(3)(a) of the Freedom of Information Act 2015 (Practical refusal reasons)", "Section 8(3) of the Freedom of Information Act 2015 (Compilation and analysis of data)" ], "tables": [ { "headers": [ "", "Year group", "", "", "Total pupils", "" ], "rows": [ [ "Reception", "", "", "20", "", "" ], [ "1", "", "", "32", "", "" ], [ "2", "", "", "28", "", "" ], [ "3", "", "", "22", "", "" ], [ "4", "", "", "32", "", "" ], [ "5", "", "", "26", "", "" ], [ "6", "", "", "31", "", "" ] ], "row_count": 7, "col_count": 6 } ] }, { "case_id": 354937, "title": "Pupil information primary schools academic year 16/17", "authority": "Department of Education, Sport and Culture", "date_received": "2017-10-11", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture provided pupil roll numbers, absence data, and free school meal percentages for Isle of Man primary schools for the 2016/17 academic year, while citing absolute exemptions for SEN and first language data as it was already publicly available.", "key_facts": [ "Information was requested for all on-island primary schools regarding the 2016/17 academic year and historical KS1/KS2 completion data from 2012/13 to 2015/16.", "The Department disclosed data for questions 1, 2, 3, 4, 7, 8, 9, and 10 in tabular format.", "Questions 5 (SEN percentage) and 6 (non-English first language percentage) were subject to an absolute exemption under s20 of the Act because the data was already accessible via previous FOI responses.", "The response was issued on 2017-11-06 following a request received on 2017-10-11.", "Bunscoill Rhumsaa had the highest total roll at 489 pupils, while Jurby Community Primary School had the lowest listed roll at 63 pupils." ], "data_mentioned": [ "2016/17", "2012/13", "2015/16", "2017-10-11", "2017-11-06", "140", "489", "46.4%", "17.9%", "s20", "IM106381I", "IM76517I", "IM72257I" ], "exemptions_cited": [ "Absolute exemption under s20 of the Freedom of Information Act 2015 (information already accessible via previously published FoI responses)" ], "tables": [ { "headers": [ "Institution", "Statutory/Roll\nCall (Present)\nduring\n2016/2017\nacademic year", "Statutory/Roll\nCall\n(Authorised\nAbsence)\nduring\n2016/2017\nacademic year", "Statutory/Roll\nCall\n(Unauthorised\nAbsence)\nduring\n2016/2017\nacademic year", "%\nPresent", "%\nAuth\nAbsent", "% Unauth\nAbsent" ], "rows": [ [ "Anagh Coar\nSchool", "48557", "3135", "163", "93.64%", "6.05%", "0.31%" ], [ "Andreas School", "37542", "1667", "195", "95.27%", "4.23%", "0.49%" ], [ "Arbory Primary\nSchool", "65174", "1901", "504", "96.44%", "2.81%", "0.75%" ], [ "Ashley Hill\nPrimary School", "90606", "4012", "221", "95.54%", "4.23%", "0.23%" ], [ "Ballacottier\nSchool", "94769", "4262", "165", "95.54%", "4.30%", "0.17%" ], [ "Ballasalla Primary\nSchool", "33664", "1530", "204", "95.10%", "4.32%", "0.58%" ], [ "Ballaugh Primary\nSchool", "24339", "792", "20", "96.77%", "3.15%", "0.08%" ], [ "Braddan Primary\nSchool", "57454", "2665", "826", "94.27%", "4.37%", "1.36%" ], [ "Bunscoill\nGhaelgagh", "24161", "862", "169", "95.91%", "3.42%", "0.67%" ], [ "Bunscoill\nRhumsaa", "174142", "9454", "581", "94.55%", "5.13%", "0.32%" ], [ "Cronk-Y-Berry\nSchool", "125612", "5859", "788", "94.97%", "4.43%", "0.60%" ], [ "Dhoon Primary\nSchool", "30283", "923", "2", "97.04%", "2.96%", "0.01%" ], [ "Foxdale Primary\nSchool", "23168", "1178", "244", "94.22%", "4.79%", "0.99%" ], [ "Henry Bloom\nNoble Juniors", "104924", "6078", "323", "94.25%", "5.46%", "0.29%" ], [ "Jurby Community\nPrimary School", "21234", "999", "557", "93.17%", "4.38%", "2.44%" ], [ "Kewaigue Primary\nSchool", "44803", "2196", "593", "94.14%", "4.61%", "1.25%" ], [ "Laxey Primary\nSchool", "72890", "3626", "122", "95.11%", "4.73%", "0.16%" ], [ "Manor Park\nPrimary Junior\nMixed and Infant\nSchool", "35143", "1567", "582", "94.24%", "4.20%", "1.56%" ], [ "Marown Primary\nSchool", "68728", "2819", "262", "95.71%", "3.93%", "0.36%" ], [ "Michael School", "44033", "1428", "162", "96.51%", "3.13%", "0.36%" ], [ "Onchan Primary\nSchool", "152579", "5962", "1515", "95.33%", "3.72%", "0.95%" ], [ "Peel Clothworkers\nPrimary School", "151687", "5250", "1856", "95.52%", "3.31%", "1.17%" ], [ "Rushen Primary\nSchool", "82558", "2832", "1054", "95.50%", "3.28%", "1.22%" ], [ "Scoill Phurt Le\nMoirrey", "56102", "2048", "25", "96.44%", "3.52%", "0.04%" ] ], "row_count": 24, "col_count": 7 }, { "headers": [ "Scoill Vallajeelt", "72472", "1658", "1239", "96.16%", "2.20%", "1.64%" ], "rows": [ [ "Scoill yn Jubilee -\nInfants", "149221", "6635", "323", "95.54%", "4.25%", "0.21%" ], [ "St John's Primary\nSchool", "55363", "2287", "192", "95.71%", "3.95%", "0.33%" ], [ "St Mary's RC\nSchool", "106872", "5087", "1320", "94.34%", "4.49%", "1.17%" ], [ "St Thoma's CofE\nSchool", "25650", "1046", "62", "95.86%", "3.91%", "0.23%" ], [ "Sulby Primary\nSchool", "54777", "2581", "13", "95.48%", "4.50%", "0.02%" ], [ "Victoria Road\nPrimary School", "90986", "4068", "362", "95.36%", "4.26%", "0.38%" ], [ "Willaston Primary\nSchool", "68024", "3119", "571", "94.85%", "4.35%", "0.80%" ] ], "row_count": 7, "col_count": 7 }, { "headers": [ "", "", "", "2012/13", "", "2013/14", "", "", "", "", "", "2014/15", "", "", "", "", "", "2015/16", "", "", "", "", "", "2016/17", "", "", "", "", "" ], "rows": [ [ "SCHOOL", "", "", "KS1", "KS2", "KS1", "", "", "KS2", "", "", "KS1", "", "", "KS2", "", "", "KS1", "", "", "KS2", "", "", "KS1", "", "", "KS2", "", "" ], [ "Anagh Coar School\nAndreas (& Bride) School\nArbory Primary School\nAshley Hill Primary\nSchool", "", "", "24\n21\n26\n45\n35\n45\n12\n10\n23\n7\n65\n45\n19\nN/A\n4", "21\n21\n23\n42\nN/A\n30\n23\n12\n11\n5\n84\n59\n12\n29\n11", "27\n16\n22\n44", "", "", "12\n17\n24\n47", "", "", "14\n15\n28\n35", "", "", "14\n15\n25\n47", "", "", "17\n10\n22\n44", "", "", "16\n14\n19\n47", "", "", "20\n23\n26\n40", "", "", "28\n19\n28\n38", "", "" ], [ "", "Ballacloan Primary School", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Ballacottier School\nBallasalla Primary School\nBallaugh Primary School\nBraddan Primary School\nBunscoill Ghaelgagh\nBunscoill Rhumsaa\nCronk y Berry School\nDhoon Primary School", "", "", "", "", "31\n14\n11\n23\n10\n67\n53\n13", "", "", "32\n14\n14\n14\n12\n55\n49\n13", "", "", "40\n15\n11\n25\n5\n72\n57\n10", "", "", "43\n12\n11\n20\n7\n66\n47\n18", "", "", "42\n18\n8\n28\n15\n80\n58\n11", "", "", "39\n8\n9\n14\n14\n66\n57\n13", "", "", "40\n10\n10\n23\n10\n69\n48\n10", "", "", "47\n13\n9\n18\n7\n70\n44\n18", "", "" ], [ "", "Fairfield Junior School", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Foxdale Primary School", "", "", "", "", "4\n37\n11\n24\n31\n24\n31\n19\n65\n42\n34\n17\n28\n59\n23\n44\n8\n24\n25\n22", "", "", "12\n38\n7\n22\n31\n11\n29\n16\n64\n36\n30\n13\n27\n54\n30\n37\n13\n20\n28\n26", "", "", "9\n35\n9\n23\n35\n12\n29\n10\n60\n53\n43\n21\n26\n50\n24\n44\n11\n16\n34\n31", "", "", "7\n31\n5\n25\n30\n15\n27\n15\n56\n58\n37\n15\n28\n49\n28\n45\n7\n23\n24\n28", "", "", "9\n35\n11\n17\n31\n10\n31\n22\n64\n78\n33\n21\n27\n63\n28\n49\n12\n29\n45\n28", "", "", "10\n34\n9\n20\n32\n15\n39\n13\n58\n42\n39\n26\n22\n45\n27\n33\n9\n25\n30\n26", "", "", "8\n63\n14\n13\n24\n19\n22\n19\n59\n69\n40\n23\n29\n56\n25\n51\n10\n20\n28\n34", "", "", "5\n39\n3\n15\n26\n13\n23\n17\n48\n55\n27\n22\n30\n53\n17\n34\n9\n22\n34\n20", "", "" ], [ "", "Henry Bloom Noble", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "School", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Jurby Community\nPrimary School\nKewaigue School\nLaxey Primary School\nManor Park Primary\nSchool\nMarown Primary School\nMichael School\nOnchan Primary School\nPeel Clothworkers\nPrimary School\nRushen Primary School\nScoill Phurt le Moirrey\nScoill Vallajeelt\nScoill yn Jubilee\nSt John's Primary School\nSt Mary's Primary School\nSt Thomas' C of E School\nSulby Primary School\nVictoria Road Primary\nSchool\nWillaston Primary School", "", "", "6\n16\n30\n19\n24\n16\n51\n57\n30\n20\n26\n55\n20\n37\n10\n26\n33\n20", "8\n14\n33\n12\n31\n22\n50\n55\n35\n20\n41\n53\n23\n37\n11\n25\n31\n31", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 9, "col_count": 29 } ] }, { "case_id": 354941, "title": "Age 16/18 school leavers data", "authority": "Department of Education, Sport and Culture", "date_received": "2017-10-15", "outcome": "Some information sent but not all held", "summary": "The Department of Education, Sport and Culture responded to a request for 2017 school leaver data by age 16 and 18, stating that most information was not held or required substantial compilation to retrieve.", "key_facts": [ "The request covered students from 5 state high schools and UCM for the academic year ending summer 2017.", "Data on students who went to work or became unemployed is not held by the Department.", "Data on A-Level progression is currently being compiled by schools and was not available at the time of response.", "The Department suggested contacting the Treasury's Income Tax or Social Security divisions for employment and unemployment data.", "Apprenticeship data for 18-year-olds is also not held by the Department." ], "data_mentioned": [ "2017-10-15", "2017-10-27", "2017", "end of January 2018", "mid-November 2017", "IM106859I", "5 state high schools", "UCM" ], "exemptions_cited": [ "s11(3)(a) of the Act (information not held)", "s11(3)(b) of the Act (practical refusal due to research/compilation requirements)", "s8(3)(b) (undertake research into, or analysis of, information)", "s8(3)(c) (undertake substantial compilation or collation of information)" ], "tables": [ { "headers": [ "Category", "Response / Status" ], "rows": [ [ "1a) Left education and went to work", "Practical refusal (s11(3)(a)): Department does not hold details. Contact Income Tax Division of the Treasury for ITIP breakdown." ], [ "1b) Left education and became unemployed", "Practical refusal (s11(3)(a)): Department does not hold details. Contact Social Security Division of the Treasury for unemployment benefits breakdown." ], [ "1c) Went on to study A-Levels (or equivalents) at the same school", "Practical refusal (s11(3)(a) and (b)): Data still being worked on by Schools; available by end of January 2018." ], [ "1d) Went on to study A-Levels (or equivalents) not at the same school", "Practical refusal (s11(3)(a) and (b)): Data still being worked on by Schools; available by end of January 2018." ], [ "2a) Left education and went to work", "Practical refusal (s11(3)(a)): Department does not hold details. Contact Income Tax Division of the Treasury for ITIP breakdown." ], [ "2b) Left education and became unemployed", "Practical refusal (s11(3)(a)): Department does not hold details. Contact Social Security Division of the Treasury for unemployment benefits breakdown." ], [ "2c) Went on to study A-Levels (or equivalents) at the same school", "Practical refusal (s11(3)(a) and (b)): Data still being worked on by Schools; available by mid-November 2017." ], [ "2d) Went on to study A-Levels (or equivalents) not at the same school", "Practical refusal (s11(3)(a) and (b)): Data still being worked on by Schools; available by mid-November 2017." ], [ "2e) Went on to an Apprenticeship Scheme", "Practical refusal (s11(3)(a)): Department does not hold details. Contact Employment Skills Section of the Department of Economic Development." ], [ "2f) Went on to study a higher qualification at UCM", "37 students aged 18/19 went on to study a higher qualification at UCM." ], [ "2g) Went on to study a higher qualification at a Higher Education Institution outside the Isle of Man", "293 students aged 18/19 went on to study." ] ], "row_count": 11, "col_count": 2 } ] }, { "case_id": 354945, "title": "Working hours of DEC staff", "authority": "Department of Education, Sport and Culture", "date_received": "2017-10-17", "outcome": "All information sent", "summary": "A Freedom of Information request sought data on flexible working hours and work-from-home permissions for Department of Education, Sport and Culture staff across schools and services for the 2016/17 and 2017/18 academic years. The authority disclosed that zero staff in listed schools and the Youth Service held these contractual arrangements, while information for the Music Service was not held.", "key_facts": [ "The request was clarified to cover teaching staff, middle management, and senior leadership roles.", "No staff in any listed primary or secondary schools were contractually granted flexible working hours in 2016/17 or 2017/18.", "No staff in any listed primary or secondary schools were contractually granted permission to work from home in 2016/17 or 2017/18.", "The Youth Service reported zero staff with flexible hours or work-from-home permissions for both years.", "The Music Service stated that information regarding these working arrangements was not held." ], "data_mentioned": [ "2016/17", "2017/18", "0", "N/A", "info not held", "2017-10-17", "2017-11-13", "IM107164I" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "", "" ], "rows": [ [ "Ballakermeen High School\nCastle Rushen High School\nQueen Elizabeth II High School\nRamsey Grammar School\nSt Ninian’s High School", "0\n0\n0\n0\n0", "0\n0\n0\n0\n0" ], [ "", "", "" ], [ "Youth Service\nMusic Service", "0\ninfo not held", "0\ninfo not held" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "", "", "" ], "rows": [ [ "Ballakermeen High School\nCastle Rushen High School\nQueen Elizabeth II High School\nRamsey Grammar School\nSt Ninian’s High School", "0\n0\n0\n0\n0", "0\n0\n0\n0\n0" ], [ "", "", "" ], [ "Youth Service\nMusic Service", "0\ninfo not held", "0\ninfo not held" ] ], "row_count": 3, "col_count": 3 } ] }, { "case_id": 354959, "title": "St Thomas/SVJ catchment area", "authority": "Department of Education, Sport and Culture", "date_received": "2017-12-02", "outcome": "All information sent", "summary": "The request sought an update on the number of St Thomas' Primary School pupils residing in various catchment areas as of December 2017. The Department of Education, Sport and Culture disclosed full data showing the breakdown of pupil residence across multiple school catchment areas.", "key_facts": [ "The request was received on 2017-12-02 and responded to on 2017-12-18.", "As of 1st December 2017, 2 pupils (3.3%) attending St Thomas' Primary School resided in the Scoill Vallajeelt catchment area.", "The majority of St Thomas' pupils (85.2%) resided within the combined Douglas, Braddan, and Onchan area.", "The response provided a detailed breakdown of pupil residence across 11 different primary school catchment areas.", "The information was provided by Ronald Barr, Chief Executive Officer of the Department of Education, Sport and Culture." ], "data_mentioned": [ "2017-12-02", "2017-12-18", "1st December 2017", "2 pupils", "3.3%", "43 pupils", "70.5%", "52 pupils", "85.2%", "5 pupils", "8.2%", "4 pupils", "6.6%", "14 pupils", "23%", "9 pupils", "14.8%", "13 pupils", "21.3%", "1 pupil", "1.6%", "IM112328I", "IM98172I" ], "exemptions_cited": [], "tables": [ { "headers": [ "No. of St Thomas’ Primary School pupils residing\nwithin:", "No. of\npupils", "% of pupils" ], "rows": [ [ "Scoill Vallajeelt catchment area", "2", "3.3%" ], [ "Douglas & Braddan area", "43", "70.5%" ], [ "Douglas, Braddan & Onchan area", "52", "85.2%" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "No. of St Thomas’ Primary School pupils residing\nwithin:", "No. of\npupils", "% of pupils" ], "rows": [ [ "Anagh Coar Primary school catchment area", "5", "8.2%" ], [ "Ballacottier Primary school catchment area", "4", "6.6%" ], [ "Henry Bloom Noble Primary school catchment area", "14", "23%" ], [ "Laxey Primary school catchment area", "4", "6.6%" ], [ "Onchan Primary school catchment area", "9", "14.8%" ], [ "Rushen Primary school catchment area", "4", "6.6%" ], [ "Scoill Jubilee Primary school catchment area", "13", "21.3%" ], [ "Scoill Vallajeelt Primary school catchment area", "2", "3.3%" ] ], "row_count": 8, "col_count": 3 } ] }, { "case_id": 354969, "title": "Meetings between DESC and MHEA", "authority": "Department of Education, Sport and Culture", "date_received": "2018-01-12", "outcome": "All information sent", "summary": "A request was made for details regarding a meeting between the Department of Education, Sport and Culture (DESC) and the Manx Home Education Association (MHEA), including attendees, documents, minutes, and future dates. The authority disclosed the names of DESC representatives, links to some discussed documents, and a future meeting date, but withheld MHEA attendee names, specific draft documents, and minutes due to data protection and policy formulation exemptions.", "key_facts": [ "DESC representatives at the meeting were Minister Graham Cregeen MHK and Legal Manager Andrew Shipley.", "Names of MHEA representatives were withheld as personal data under the Data Protection Act 2002.", "No official minutes were taken due to the informal nature of the meeting.", "A provisional follow-up meeting was scheduled for 19 February 2018.", "Several documents were exempt from disclosure due to ongoing policy formulation regarding the Education Bill." ], "data_mentioned": [ "8th January 2018", "19th February 2018", "26th February", "17 January 2018", "2013", "2011", "2012", "2008", "3 December 2017", "15 December 2017", "27th November", "FoIDESC001", "IM1 5EZ" ], "exemptions_cited": [ "Section 25 (absolutely exempt personal information)", "Data Protection Act 2002", "Section 34 (formulation of policy)", "Section 35 (conduct of public business)", "Section 11 (practical refusal reason)" ], "tables": [ { "headers": [ "Item", "Description", "Availability/Status" ], "rows": [ [ "a", "2013 UK Department for Children, Schools and Families document titled 'Elective Home Education - guidelines for local authorities'", "Web-link provided" ], [ "b", "Department's 2011 'Attendance of Pupils: Legislation, Policy and Procedures' document", "Web-link provided" ], [ "c", "2012 Lancashire County document titled 'Elective Home Education procedures'", "Attached" ], [ "d", "Clause 5 amendment of the Education (Miscellaneous Provisions) Bill 2008", "Attached" ], [ "e", "Letter from Daphne Caine MHK dated 3 December 2017 to the Minister and the Minister's reply dated 15 December 2017", "Attached" ], [ "f", "Personal letter to the Minister regarding home education matters", "Exempt (Section 25: Personal Data)" ], [ "g", "Proposed process submitted by MHEA about dealing with attendance problems and home educating to avoid prosecution", "Exempt (Sections 34 & 35: Policy/Public Business)" ], [ "h", "Document provided by MHEA entitled 'Items agreed at the meeting held on 27th November'", "Exempt (Sections 34 & 35: Policy/Public Business)" ] ], "row_count": 8, "col_count": 3 }, { "headers": [ "Category", "Factors" ], "rows": [ [ "Factors in favour of disclosure", "Awareness of focus of and discussions at the meeting regarding any potential changes in home education/related provision by the Department" ], [ "Awareness of public opinion about current home education provisions", "" ], [ "Awareness of MHEA proposals", "" ], [ "The Department recently commenced its engagement with the public around the outline principles of the Education Bill", "" ] ], "row_count": 4, "col_count": 2 } ] }, { "case_id": 355175, "title": "Implementation plan, digital records and training", "authority": "Department of Health and Social Care", "date_received": "2017-04-12", "outcome": "Some information sent but not all held", "summary": "The Department of Health and Social Care partially fulfilled a request for implementation plans, digital record policies, and training statistics, providing specific documents for the Mental Health division and internal training data while refusing requests for non-existent policies and external accredited training records.", "key_facts": [ "Implementation plans for most divisions were verbal arrangements rather than physical documents.", "The requested new policy document and procedure for digital health records do not exist.", "No staff attended formal accredited Records Management training as recorded by the Department.", "The Department provided data on staff completing the mandatory 'Principles of Record Keeping for DHSC' eLearning module instead.", "The response was issued on 27 April 2017 by Chief Executive Malcolm Couch." ], "data_mentioned": [ "2017-04-12", "2017-04-27", "170 employees", "938 employees", "2014-2015", "2015-2016", "Section 11(3)(a)", "FOI IM80830I", "FOI IM84-338i" ], "exemptions_cited": [ "Section 11(3)(a) - Practical refusal reason (information not held)" ], "tables": [ { "headers": [ "Year", "Employees Completed 'Principles of Record Keeping for DHSC'" ], "rows": [ [ "2014 – 2015", "170" ], [ "2015 – 2016", "938" ] ], "row_count": 2, "col_count": 2 } ] }, { "case_id": 355383, "title": "Nurses pay bands", "authority": "Department of Health and Social Care", "date_received": "2017-05-02", "outcome": "All information sent", "summary": "The Department of Health and Social Care responded to a request for nurse, nursing manager, and student nurse pay grades by providing full salary scales for staff and clarifying that student nurses receive bursaries rather than pay grades.", "key_facts": [ "Pay grades for all nurses and nursing managers were provided in Appendix 01 based on 2015 terms.", "Grade 7 is considered the first management scale grade, equivalent to Senior Sister or Senior Charge Nurse.", "Grade 8 includes senior managerial grades as well as Specialist Nurses or Nurse Practitioners.", "Student nurses do not have a pay grade; they receive bursaries detailed on the government website.", "The response was issued on 15 May 2017 following a request received on 2 May 2017." ], "data_mentioned": [ "2017-05-02", "2017-05-15", "2015", "15,664", "39,318", "Band 2", "Band 7", "Grade 7", "Grade 8" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "", "SCALE", "", "", "SPINE", "", "Per Annum", "Per Month", "Per Hour" ], "rows": [ [ "", "", "POINT", "", "", "POINT", "", "", "", "" ], [ "Band 2", "1", "", "", "3", "", "", "15,664", "1,305.31", "8.0111" ], [ "", "2", "", "", "4", "", "", "16,077", "1,339.74", "8.2224" ], [ "", "3", "", "", "5", "", "", "16,559", "1,379.89", "8.4688" ], [ "", "4", "", "", "6", "", "", "17,041", "1,420.04", "8.7153" ], [ "", "5", "", "", "7", "", "", "17,521", "1,460.11", "8.9612" ], [ "", "6", "", "", "8", "", "", "18,140", "1,511.63", "9.2773" ], [ "", "7", "", "", "9", "", "", "18,827", "1,568.95", "9.6292" ], [ "", "8", "", "", "10", "", "", "19,240", "1,603.29", "9.8399" ], [ "Band 3", "1", "", "", "11", "", "", "19,790", "1,649.17", "10.1215" ], [ "", "2", "", "", "12", "", "", "20,408", "1,700.68", "10.4377" ], [ "", "3", "", "", "13", "", "", "20,890", "1,740.84", "10.6841" ], [ "", "4", "", "", "14", "", "", "21,647", "1,803.89", "11.0710" ], [ "", "5", "", "", "15", "", "", "22,403", "1,866.93", "11.4580" ], [ "", "6", "", "", "16", "", "", "23,089", "1,924.09", "11.8087" ], [ "", "7", "", "", "17", "", "", "23,777", "1,981.41", "12.1606" ], [ "Band 4", "1", "", "", "14", "", "", "21,647", "1,803.89", "11.0710" ], [ "", "2", "", "", "15", "", "", "22,403", "1,866.93", "11.4580" ], [ "", "3", "", "", "16", "", "", "23,089", "1,924.09", "11.8087" ], [ "", "4", "", "", "17", "", "", "23,777", "1,981.41", "12.1606" ], [ "", "5", "", "", "18", "", "", "24,466", "2,038.82", "12.5129" ], [ "", "6", "", "", "19", "", "", "25,153", "2,096.06", "12.8642" ], [ "", "7", "", "", "20", "", "", "25,978", "2,164.83", "13.2863" ], [ "Band 5", "1", "", "", "19", "", "", "25,153", "2,096.06", "12.8642" ], [ "", "2", "", "", "20", "", "", "25,978", "2,164.83", "13.2863" ], [ "", "3", "", "", "21", "", "", "26,802", "2,233.52", "13.7078" ], [ "", "4", "", "", "22", "", "", "27,559", "2,296.57", "14.0948" ], [ "", "5", "", "", "23", "", "", "28,314", "2,359.53", "14.4812" ], [ "", "6", "", "", "24", "", "", "29,415", "2,451.28", "15.0443" ], [ "", "7", "", "", "25", "", "", "30,652", "2,554.31", "15.6766" ], [ "", "8", "", "", "26", "", "", "31,891", "2,657.60", "16.3106" ], [ "Band 6", "1", "", "", "23", "", "", "28,314", "2,359.53", "14.4812" ], [ "", "2", "", "", "24", "", "", "29,415", "2,451.28", "15.0443" ], [ "", "3", "", "", "25", "", "", "30,652", "2,554.31", "15.6766" ], [ "", "4", "", "", "26", "", "", "31,891", "2,657.60", "16.3106" ], [ "", "5", "", "", "27", "", "", "32,991", "2,749.27", "16.8731" ], [ "", "6", "", "", "28", "", "", "34,091", "2,840.94", "17.4357" ], [ "", "7", "", "", "29", "", "", "35,190", "2,932.52", "17.9978" ], [ "", "8", "", "", "30", "", "", "36,429", "3,035.72", "18.6312" ], [ "", "9", "", "", "31", "", "", "38,214", "3,184.54", "19.5446" ] ], "row_count": 40, "col_count": 10 }, { "headers": [ "", "", "SCALE", "", "", "SPINE", "", "Per Annum", "Per Month", "Per Hour" ], "rows": [ [ "", "", "POINT", "", "", "POINT", "", "", "", "" ], [ "Band 7", "1", "", "", "28", "", "", "34,091", "2,840.94", "17.4357" ], [ "", "2", "", "", "29", "", "", "35,190", "2,932.52", "17.9978" ], [ "", "3", "", "", "30", "", "", "36,429", "3,035.72", "18.6312" ], [ "", "4", "", "", "31", "", "", "38,214", "3,184.54", "19.5446" ], [ "", "5", "", "", "32", "", "", "39,318", "3,276.46", "20.1087" ], [ "", "6", "", "", "33", "", "", "40,555", "3,379.58", "20.7416" ], [ "", "7", "", "", "34", "", "", "41,929", "3,494.06", "21.4442" ], [ "", "8", "", "", "35", "", "", "43,373", "3,614.43", "22.1829" ], [ "", "9", "", "", "36", "", "", "44,817", "3,734.72", "22.9212" ], [ "Band 8a", "1", "", "", "35", "", "", "43,373", "3,614.43", "22.1829" ], [ "", "2", "", "", "36", "", "", "44,817", "3,734.72", "22.9212" ], [ "", "3", "", "", "37", "", "", "46,603", "3,883.62", "23.8351" ], [ "", "4", "", "", "38", "", "", "48,390", "4,032.53", "24.7489" ], [ "", "5", "", "", "39", "", "", "50,455", "4,204.59", "25.8049" ], [ "", "6", "", "", "40", "", "", "51,967", "4,330.60", "26.5783" ], [ "Band 8b", "1", "", "", "39", "", "", "50,455", "4,204.59", "25.8049" ], [ "", "2", "", "", "40", "", "", "51,967", "4,330.60", "26.5783" ], [ "", "3", "", "", "41", "", "", "54,579", "4,548.28", "27.9143" ], [ "", "4", "", "", "42", "", "", "57,605", "4,800.39", "29.4615" ], [ "", "5", "", "", "43", "", "", "60,631", "5,052.58", "31.0093" ], [ "", "6", "", "", "44", "", "", "62,279", "5,189.95", "31.8524" ], [ "Band 8c", "1", "", "", "43", "", "", "60,631", "5,052.58", "31.0093" ], [ "", "2", "", "", "44", "", "", "62,279", "5,189.95", "31.8524" ], [ "", "3", "", "", "45", "", "", "65,030", "5,419.17", "33.2592" ], [ "", "4", "", "", "46", "", "", "68,055", "5,671.27", "34.8064" ], [ "", "5", "", "", "47", "", "", "72,594", "6,049.48", "37.1276" ], [ "", "6", "", "", "48", "", "", "74,656", "6,221.37", "38.1825" ], [ "Band 8d", "1", "", "", "47", "", "", "72,594", "6,049.48", "37.1276" ], [ "", "2", "", "", "48", "", "", "74,656", "6,221.37", "38.1825" ], [ "", "3", "", "", "49", "", "", "77,750", "6,479.20", "39.7649" ], [ "", "4", "", "", "50", "", "", "81,531", "6,794.27", "41.6986" ], [ "", "5", "", "", "51", "", "", "85,656", "7,137.96", "43.8080" ], [ "", "6", "", "", "52", "", "", "89,782", "7,481.82", "45.9183" ] ], "row_count": 34, "col_count": 10 } ] }, { "case_id": 356083, "title": "Estates Section - Training and salary costs", "authority": "Department of Infrastructure", "date_received": "2018-01-18", "outcome": "Information not held", "summary": "The request sought training costs, meeting frequencies, and management salary details for the Estates Section over three years. The Department of Infrastructure disclosed training figures for 2016 and 2017 and salary bands, but withheld earlier training data and specific individual salaries due to lack of records and data protection concerns.", "key_facts": [ "Training costs were £3,715 in 2016 and £1,350 in 2017.", "Training data for years prior to 2016 was not collated and therefore not held.", "Managerial staff are split between Civil Service Grades and Manual Worker Grades.", "Specific salary details were withheld to prevent the identification of individuals.", "Appendices provided lists of training courses and attendance numbers for 2016 and 2017." ], "data_mentioned": [ "£3715.00", "£1,350.00", "2016", "2017", "£31640", "£58894", "3 employees", "£404.78", "£418.85", "13 employees", "8 attendees", "18 attendees", "37 attendees", "16 attendees", "50 attendees" ], "exemptions_cited": [ "Section 11(3) practical refusal reason (a) - Information not held", "Section 25(b)(i) - Data protection principles (prevention of individual identification)" ], "tables": [ { "headers": [ "Course Title", "Number of attendees" ], "rows": [ [ "Pool Plant Operators", "8" ], [ "Safe Working at Heights", "18" ], [ "Moving & Handling", "37" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "Course Title", "Number of attendees" ], "rows": [ [ "Pool Plant Operators", "8" ], [ "Safe Working at Heights", "16" ], [ "Moving & Handling", "50" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "Frequency", "Level if known", "No. of participants" ], "rows": [ [ "Monthly:", "", "" ], [ "Estates Monthly Meeting", "Middle\nManagement", "10" ], [ "Head of Estates Management", "Senior\nManagement", "2" ], [ "Public Estates & Housing Divisional Meeting", "Senior\nManagement", "8" ], [ "Monthly Leadership Meeting - Department of\nInfrastructure", "Senior\nManagement", "2" ], [ "Heads of Divisions - Department of Infrastructure", "Senior\nManagement", "2" ], [ "Public Estates & Housing HR Divisional Meetings", "Senior\nManagement", "2" ], [ "Caretaker & Cleaning HR meetings", "Middle\nManagement", "1" ], [ "Caretaker & Cleaning HR meetings", "Senior\nManagement", "1" ], [ "Department of Home Affairs and Public Estates &\nHousing", "Senior\nManagement", "2" ], [ "Weekly", "", "" ], [ "Caretaking and Cleaning Team - Sea Terminal", "Middle\nManagement", "4" ], [ "Caretaking and Cleaning Team - Sea Terminal", "Senior\nManagement", "1" ], [ "Quarterly", "", "" ], [ "Caretakers Briefings", "Supervisory level", "40" ], [ "Caretakers Briefings", "Senior\nManagement\nLevel", "5" ], [ "Region Swimming Pools", "Senior\nManagement\nLevel", "1" ], [ "1/2 yearly", "", "" ], [ "PDP/PDR (Personal Development Plan/Review)", "Middle\nManagement", "4" ], [ "PDP/PDR", "Senior\nManagement", "2" ] ], "row_count": 20, "col_count": 3 } ] }, { "case_id": 361161, "title": "Examination boards for Island secondary schools 2015-16 and 2016-17", "authority": "Department of Education, Sport and Culture", "date_received": "2018-02-21", "outcome": "All information sent", "summary": "A Freedom of Information request was made to the Department of Education, Sport and Culture for details on which examination boards were selected by Isle of Man secondary schools for GCSE subjects in the 2015-16 and 2016-17 academic years. The authority responded by providing the complete requested data in attached tables for schools including Ballakermeen, Castle Rushen, Queen Elizabeth II, and Ramsey Grammar School.", "key_facts": [ "The request covered GCSE examination board selections for Year 11 pupils across two academic years.", "The Department of Education, Sport and Culture provided all requested information without redaction.", "Data was supplied for multiple schools including Ballakermeen, Castle Rushen, and Queen Elizabeth II.", "Examination boards mentioned include Edexcel, AQA, CIE, OCR, WJEC, and Pearson.", "The response letter was dated 16th March 2018 and the outcome was confirmed on 19th March 2018." ], "data_mentioned": [ "2015-16", "2016-17", "2018-02-21", "2018-03-19", "16th March 2018", "IM122024I", "7 pages", "1 document" ], "exemptions_cited": [], "tables": [ { "headers": [ "Ballakermeen", "Board", "" ], "rows": [ [ "GCSE Subject", "2015-16", "2016-17" ], [ "Additional Science", "Edexcel", "Edexcel" ], [ "Art", "Edexcel", "Edexcel" ], [ "Astronomy", "Edexcel", "" ], [ "Business Studies", "CIE", "CIE" ], [ "Chinese", "Edexcel", "" ], [ "Computer Science", "CIE", "CIE" ], [ "Dance", "AQA", "AQA" ], [ "Drama", "OCR", "AQA" ], [ "DT-Electronics", "Edexcel", "WJEC/SQA" ], [ "DT-Food", "AQA", "WJEC/SQA" ], [ "DT-Graphic Products", "WJEC", "WJEC" ], [ "DT-Product Design", "WJEC", "WJEC" ], [ "DT-Textiles", "WJEC", "" ], [ "Economics", "AQA", "CIE" ], [ "English Language", "CIE", "CIE" ], [ "English Literature", "CIE", "CIE" ], [ "Environmental Management", "", "CIE" ], [ "French", "Edexcel", "Edexcel" ], [ "Further Maths", "AQA", "AQA" ], [ "Geography", "AQA", "CIE" ], [ "German", "Edexcel", "Edexcel" ], [ "Greek", "", "Edexcel" ], [ "History", "Edexcel", "Edexcel" ], [ "ICT", "CIE/SQA", "CIE/SQA" ], [ "Italian", "Edexcel", "" ], [ "Japanese", "Edexcel", "Edexcel" ], [ "Mathematics", "AQA", "AQA/Edexcel" ], [ "Media Studies", "AQA", "AQA" ], [ "Music", "OCR", "OCR" ], [ "PE", "Edexcel", "Edexcel" ], [ "Polish", "AQA", "" ], [ "Portuguese", "OCR", "OCR" ], [ "RE", "Edexcel", "WJEC" ], [ "Science", "Edexcel", "Edexcel" ], [ "Second Lang English", "CIE", "CIE" ], [ "Sociology", "CIE", "" ], [ "Spanish", "Edexcel", "Edexcel" ], [ "Statistics", "AQA", "AQA" ] ], "row_count": 39, "col_count": 3 }, { "headers": [ "Castle Rushen", "Board", "" ], "rows": [ [ "GCSE Subject", "2015-16", "2016-17" ], [ "Additional Science", "OCR", "OCR" ], [ "Art & Design", "AQA", "AQA" ], [ "Biology", "OCR", "OCR" ], [ "BTEC Science", "Edexcel", "Edexcel" ], [ "Business Studies", "CIE", "CIE" ], [ "Catering", "WJEC", "WJEC" ], [ "Chemistry", "OCR", "OCR" ], [ "Computer Science", "AQA", "AQA" ], [ "Drama", "WJEC", "WJEC" ], [ "Engineering", "AQA", "AQA" ], [ "English Language", "AQA/CIE", "CIE" ], [ "English Literature", "AQA", "CIE" ], [ "French", "Edexcel", "Edexcel" ], [ "Geography", "AQA", "CIE" ], [ "Health & Social Care", "AQA", "AQA" ], [ "History", "OCR", "OCR" ], [ "ICT", "Edexcel", "Edexcel" ], [ "Mathematics", "Edexcel", "Edexcel" ], [ "Music", "OCR", "OCR" ], [ "PE", "AQA", "CIE" ], [ "Physics", "OCR", "OCR" ], [ "Religious Studies", "Edexcel", "WJEC" ], [ "Resistant Materials", "WJEC", "WJEC" ], [ "Science", "OCR", "OCR" ], [ "Spanish", "Edexcel", "Edexcel" ], [ "Textiles", "AQA", "WJEC" ] ], "row_count": 27, "col_count": 3 }, { "headers": [ "Queen Elizabeth II", "Board", "", "", "" ], "rows": [ [ "GCSE Subject", "2015-16", "2016-17", "", "" ], [ "Additional Science", "", "WJEC", "", "" ], [ "Art & Design", "AQA", "AQA", "", "" ], [ "Art & Design (Graphic Communication)", "AQA", "AQA", "", "" ], [ "Biology", "CIE", "CIE", "", "" ], [ "Business Studies", "", "CIE", "", "" ], [ "Chemistry", "CIE", "CIE", "", "" ], [ "Co-ordinated Science (Double Award)", "CIE", "CIE", "", "" ], [ "D&T Electronic Products", "AQA", "AQA", "", "" ], [ "D&T Resistant Materials", "AQA", "AQA", "", "" ], [ "D&T Textiles", "AQA", "AQA", "", "" ], [ "Economics", "AQA", "", "", "" ], [ "English Language", "CIE", "CIE", "", "" ], [ "English Literature", "CIE", "CIE", "", "" ], [ "French", "AQA", "AQA", "", "" ], [ "Geography", "AQA", "AQA", "", "" ], [ "German", "AQA", "AQA", "", "" ], [ "History", "AQA", "AQA", "", "" ], [ "Home Economics", "WJEC", "", "WJEC", "" ], [ "IT (BTEC)", "Pearson", "", "Pearson", "" ], [ "Mathematics", "Pearson", "Pearson", "", "" ], [ "Mathematics (Lower set)", "WJEC", "", "", "" ], [ "Music", "AQA", "CIE", "", "" ], [ "Performing Arts", "AQA", "AQA", "", "" ], [ "Physical Education", "AQA", "AQA", "", "" ], [ "Physics", "CIE", "CIE", "", "" ], [ "Religious Studies", "AQA", "AQA", "", "" ], [ "Science (Combined)", "CIE", "", "", "" ], [ "Science", "", "WJEC", "", "" ] ], "row_count": 29, "col_count": 5 }, { "headers": [ "Ramsey Grammar School", "Board", "" ], "rows": [ [ "GCSE Subject", "2015-16", "2016-17" ], [ "Additional Science", "OCR", "OCR" ], [ "Art and Design", "AQA", "AQA" ], [ "Biology", "Edexcel", "OCR" ], [ "Biology A", "OCR", "OCR" ], [ "Business Studies", "Edexcel", "Edexcel" ], [ "Chemistry", "OCR", "OCR" ], [ "Computer Science", "AQA", "AQA" ], [ "D&T Food Technology", "AQA", "AQA" ], [ "D&T Product Design", "WJEC", "" ], [ "D&T Sys+Control Tech", "AQA", "AQA" ], [ "Drama", "WJEC", "WJEC" ], [ "English Language", "CIE", "CIE" ], [ "English Literature", "CIE", "CIE" ], [ "Environment & Land Based\nScience", "OCR", "OCR" ], [ "Film Studies", "", "WJEC" ], [ "French", "Edexcel", "AQA" ], [ "Geography", "AQA", "CIE" ], [ "History", "CIE", "CIE" ], [ "ICT", "Edexcel", "Edexcel" ], [ "Leisure and Tourism", "WJEC", "WJEC" ], [ "Management of the Natural\nEnvironment", "OCR", "OCR" ], [ "Mathematics", "AQA/WJEC", "AQA/WJEC" ], [ "Media Studies", "AQA", "" ], [ "Music", "AQA", "AQA" ], [ "Physical Education", "AQA", "AQA" ], [ "Physics", "OCR", "OCR" ], [ "Psychology", "WJEC", "WJEC" ], [ "Religious Studies", "WJEC", "WJEC" ], [ "Science", "OCR", "OCR" ], [ "Science (Combined)", "CIE", "CIE" ], [ "Spanish", "Edexcel", "Edexcel" ] ], "row_count": 32, "col_count": 3 }, { "headers": [ "St Ninians High School", "Board", "" ], "rows": [ [ "GCSE Subject", "2015-16", "2016-17" ], [ "Additional Science", "OCR", "" ], [ "Art and Design", "AQA", "AQA" ], [ "Biology", "OCR", "CIE" ], [ "Business Studies", "CIE", "CIE" ], [ "Chemistry", "OCR", "CIE" ], [ "Child Development", "AQA", "AQA" ], [ "Computer Science", "OCR", "OCR" ], [ "D&T Product Design", "WJEC", "WJEC" ], [ "D&T Resistant Materials", "WJEC", "WJEC" ], [ "D&T Systems & Control", "WJEC", "WJEC" ], [ "D&T Textiles Technology", "WJEC", "WJEC" ], [ "Drama", "", "WJEC" ], [ "English Language", "CIE", "CIE" ], [ "English Literature", "CIE", "" ], [ "French", "Edexcel", "WJEC" ], [ "Further Additional Science", "OCR-01", "" ], [ "Geography", "AQA", "CIE" ], [ "Health Studies", "Edexcel", "" ], [ "History", "Edexcel", "Edexcel" ], [ "Home Economics: Food", "WJEC", "WJEC" ], [ "Information Technology", "WJEC", "WJEC" ], [ "Italian", "Edexcel", "" ], [ "Manufacturing Technology", "AQA", "" ], [ "Mathematics", "AQA", "AQA/Edexcel" ], [ "Music Studies", "OCR", "OCR" ], [ "Performing Arts", "AQA", "" ], [ "Physical Education", "AQA", "AQA" ], [ "Physics", "OCR", "CIE" ], [ "Portuguese", "OCR", "" ], [ "Religious Studies", "AQA", "AQA" ], [ "Russian", "", "Edexcel" ], [ "Science (Combined)", "", "CIE" ], [ "Science (co-ordinated)", "", "CIE" ], [ "Science (Core)", "", "CIE" ], [ "Science (General/Combined)", "OCR", "" ], [ "Spanish", "Edexcel", "WJEC" ], [ "World Literature", "", "CIE" ] ], "row_count": 38, "col_count": 3 } ] }, { "case_id": 361169, "title": "Service Delivery Plan 2016-2021 details", "authority": "Department of Education, Sport and Culture", "date_received": "2018-02-26", "outcome": "All information sent", "summary": "The requester asked for details on Key Stage 2-4 value-added performance measures in Isle of Man secondary schools following a missed target in the 2016-2021 Service Delivery Plan. The Department of Education, Sport and Culture responded that schools evaluate performance against developed IOM benchmarks and provided attached guidance on achievement against prior attainment.", "key_facts": [ "The Department of Education, Sport and Culture confirmed that IOM benchmarks referenced in the strategic plan have been developed since its publication.", "Schools are required to evaluate performance against indicators including Attainment and Achievement.", "The Education Improvement Service requires schools to determine if pupils make expected progress over time.", "The response included a document titled 'SSRE Secondary Toolkit guidance on Achievement against Prior Attainment – Secondary 2016/17'.", "The overall judgment on achievement is made against progress from Key Stage 2 to Key Stage 4." ], "data_mentioned": [ "2016-2021", "December 2017", "2018-02-26", "2018-03-19", "7 March 2018", "IM122572I", "2016/17", "Key Stage 2", "Key Stage 3", "Key Stage 4", "Key Stage 5" ], "exemptions_cited": [], "tables": [ { "headers": [ "Key Performance Indicator (KS2 – KS4)", "Definition / Description" ], "rows": [ [ "% of Year 11 pupils making 3 (or more) levels progress in English Language since Year 6", "Example: Progress from Level 4 to Grade C" ], [ "% of Year 11 pupils making 4 (or more) levels progress in English Language since Year 6", "Example: Progress from Level 4 to Grade B" ], [ "% of Year 11 pupils making 3 (or more) levels progress in Maths since Year 6", "Example: Progress from Level 4 to Grade C" ], [ "% of Year 11 pupils making 4 (or more) levels progress in Maths since Year 6", "Example: Progress from Level 4 to Grade B" ], [ "Average levels of progress of Year 11 pupils in English Language since Year 6", "Calculated average progress" ], [ "Average levels of progress of Year 11 pupils in Mathematics since Year 6", "Calculated average progress" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "Judgment Category", "Criteria for Achievement" ], "rows": [ [ "Very Effective", "Achievement 'higher than' the Island average in at least 5 indicators, and achievement consistently 'in line with' the Island average in the remaining indicator." ], [ "Effective", "Achievement 'higher than' the Island average in at least 3 of the indicators, and achievement 'in line with' the island averages in the remaining 3 indicators." ], [ "Not Yet Effective", "Achievement below that indicated as effective or above." ] ], "row_count": 3, "col_count": 2 } ] }, { "case_id": 361175, "title": "Results of the Autumn 2017 Have Your Say Survey for all schools on the Isle of Man", "authority": "Department of Education, Sport and Culture", "date_received": "2018-02-28", "outcome": "Some information sent but not all held", "summary": "The request sought the Autumn 2017 'Have Your Say' survey results for all Isle of Man schools, which were partially disclosed via the Department's website. Individual reports were withheld for nine primary schools because their survey response groups contained fewer than 10 people, violating external market research codes.", "key_facts": [ "Survey results were published on the Department of Education, Sport and Culture website rather than attached to the response.", "An external provider conducted the survey and is bound by the Market Research Society's code of conduct.", "Individual reports cannot be released for survey groups with fewer than 10 respondents.", "Responses from the nine schools without individual reports were aggregated into a general 'Primary' results set.", "The response was issued by Chief Executive Officer Ronald Barr on 21 March 2018." ], "data_mentioned": [ "Autumn 2017", "2018-02-28", "2018-03-22", "21 March 2018", "IM122878I", "10 people", "ISO20252", "9 schools" ], "exemptions_cited": [ "Market Research Society's strict code of conduct prohibiting release of data for groups under 10 people", "ISO20252 quality standard adherence by external provider" ], "tables": [ { "headers": [ "Primary Schools without Individual Report" ], "rows": [ [ "Anagh Coar" ], [ "Andreas" ], [ "Arbory" ], [ "Ballaugh" ], [ "Bunscoill Ghaelgagh" ], [ "Dhoon" ], [ "Foxdale" ], [ "Jurby" ], [ "Laxey" ] ], "row_count": 9, "col_count": 1 } ] }, { "case_id": 395236, "title": "Unpublished FOI requests", "authority": "Department of Education, Sport and Culture", "date_received": "2018-03-27", "outcome": "Some information sent but part exempt", "summary": "The request sought statistics on Freedom of Information requests received, refused, answered, and published by the Department of Education, Sport and Culture over the previous 12 months. The department disclosed that 93 requests were received and 88 were answered, while refusing to provide data on published requests.", "key_facts": [ "The Department of Education, Sport and Culture received 93 FOI requests in the 12 months prior to March 27, 2018.", "88 of the received requests were answered.", "2 requests were refused because they were not valid under section 9(1) of the Freedom of Information Act.", "1 request was withdrawn by the requester and 1 was on hold pending clarification.", "The department did not provide the number of requests published on the government website." ], "data_mentioned": [ "93", "88", "2", "1", "2018-03-27", "2018-04-20", "section 9(1)" ], "exemptions_cited": [ "Section 9(1) of the Freedom of Information Act (invalid requests)" ], "tables": [ { "headers": [ "Category", "Count", "Details" ], "rows": [ [ "(a) Received", "93", "" ], [ "(b) Refused", "2", "Not valid requests under section 9(1) of the Freedom of Information Act" ], [ "(c) Answered", "88", "" ], [ "Not Answered Breakdown", "2", "Not valid requests" ], [ "Not Answered Breakdown", "1", "Request withdrawn by the Requester" ], [ "Not Answered Breakdown", "1", "Currently on hold pending further clarification from the Requester" ] ], "row_count": 6, "col_count": 3 } ] }, { "case_id": 433138, "title": "Student Award System", "authority": "Department of Education, Sport and Culture", "date_received": "2018-04-17", "outcome": "Some information sent but part exempt", "summary": "A request for data on the Isle of Man Student Award System was partially fulfilled, disclosing statistics on student numbers, costs, and rejections for the 2017/18 year, while withholding a policy review document led by Mr L Hooper.", "key_facts": [ "410 students were granted maintenance support separate from tuition loans in 2017/18.", "The total cost of the award system for 2017/18 was £9,135,278, with £1,644,298 allocated to maintenance grants.", "468 students were ineligible for maintenance support due to exceeding means-tested income thresholds.", "885 students were supported by the tuition loan agreement.", "Information regarding the review of the Student Award System headed by Mr L Hooper was refused." ], "data_mentioned": [ "410", "1,378", "885", "£9,135,278", "£1,644,298", "468", "500", "2017/18", "2018-04-17", "2018-05-15" ], "exemptions_cited": [ "Section 34(1)(b) - formulation of policy exemption", "Section 35(b) and (c) - conduct of public business (inhibiting free and frank provision of advice/exchange of views)", "Section 41(a) and (c) - information for future publication exemption" ], "tables": [ { "headers": [ "Request Point", "Category", "Details / Figures" ], "rows": [ [ "1", "No. of students granted maintenance support (separate to the tuition loan agreement)", "410 students*" ], [ "2", "Current review of the Student Award System", "N/a – Refused (See exemption details below)" ], [ "3", "How many students are supported by the award system, including the tuition loan agreement", "1,378 students (of which 885 are supported by the tuition loan agreement)" ], [ "4", "Cost of the current award system in the 2017/18 financial year", "£9,135,278* (of which £1,644,298 relates to maintenance grant support) *figure is net of loan contributions" ], [ "5", "No. of students who have maintenance applications rejected", "468 students* were not eligible to receive maintenance support due to income levels exceeding means-tested thresholds. *A further 500 students did not apply for maintenance grant support." ], [ "6", "No. of ('Manx') students supported by the tuition loan agreement", "885 students (as stated in point 3). Note: Information is not maintained on different nationalities, but all supported students satisfy eligibility/residency criteria." ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "Exemption Section", "Category", "Reason for Refusal" ], "rows": [ [ "Section 34(1)(b)", "Formulation of policy exemption", "Information relates to the formulation or development of Government policy." ], [ "Section 35(b)(i)", "Conduct of public business", "Disclosure would inhibit the free and frank provision of advice." ], [ "Section 35(b)(ii)", "Conduct of public business", "Disclosure would inhibit the free and frank exchange of views for the purposes of deliberation." ], [ "Section 35(c)", "Conduct of public business", "Disclosure would otherwise prejudice the effective conduct of public business." ], [ "Section 41(a)", "Information for future publication exemption", "Information is held with a view to its being published by a public authority at some future date." ], [ "Section 41(c)", "Information for future publication exemption", "It is reasonable in all the circumstances that the information be withheld from disclosure until further notice." ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "Public Interest Test", "Factors" ], "rows": [ [ "In Favour of Disclosure", "Promoting transparency of decision making in Government and the reasoning behind any decisions which are taken." ], [ "Allowing scrutiny of the actions of Government and be able to hold Government to account for its decision making.", "" ], [ "Giving confidence that Government is gaining value for money in the use of public funds.", "" ], [ "Advance awareness of any proposals to change the current levels of financial assistance for students or eligibility criteria etc.", "" ], [ "In Favour of Withholding", "The information relates to work that is ongoing in formulating and developing the Department's policy on higher and further education, including the student awards scheme, and which is not yet complete. The early release of such incomplete information could therefore be misleading or give rise to expectations that may not exist in the final version of the policy." ], [ "The information relates to work that is ongoing as part of con...", "" ] ], "row_count": 6, "col_count": 2 } ] }, { "case_id": 449048, "title": "Characteristics of KS4 pupils taking GCSEs", "authority": "Department of Education, Sport and Culture", "date_received": "2018-04-30", "outcome": "Upheld - partial", "summary": "The requester asked for detailed breakdowns of KS4 GCSE results by pupil characteristics (EAL, FSM, SEN) across five years, but the Department of Education only held and released aggregated FSM data for Summer 2017.", "key_facts": [ "The Department does not centrally hold or aggregate detailed analyses of pupil characteristics like EAL and SEN for the requested period.", "Schools conduct their own detailed data analyses which are not collated centrally.", "The request was deemed to require the creation of over 22 data sets, placing a considerable burden on the Department.", "Only one specific data set regarding Free School Meals (FSM) attainment for Summer 2017 was available and released.", "The response was delayed due to a heavy workload including GDPR preparations and other FOI requests." ], "data_mentioned": [ "2018-04-30", "2018-06-01", "2018-07-19", "22", "11", "63.8", "23.1", "62.5", "44.4", "23.5", "34.6", "Summer 2017" ], "exemptions_cited": [ "Information not held (practical refusal reason)", "Excessive cost/burden to create or derive data sets not routinely held" ], "tables": [ { "headers": [ "School", "% of Year 11 on FSM attaining 5+ A*-C\nincl. English and Maths – Summer 2017" ], "rows": [ [ "BHS", "63.8" ], [ "CRHS", "23.1" ], [ "QEII", "62.5" ], [ "RGS", "44.4" ], [ "SNHS", "23.5" ], [ "Island", "34.6" ] ], "row_count": 6, "col_count": 2 } ] }, { "case_id": 462935, "title": "KS2-4 Value Added Data - Academic Years 2014-15, 2015-16 and 2016-17", "authority": "Department of Education, Sport and Culture", "date_received": "2018-05-08", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture provided KS2-4 value-added data for Isle of Man secondary schools covering English and Maths progress for academic years 2013-2017, excluding 2015 due to a data system switch.", "key_facts": [ "Data was requested for the percentage of Year 11 pupils making 3 or 4 whole levels of progress in English and Maths since Year 6.", "The response includes average levels of progress for English and Maths across five secondary schools and the Island average.", "Central data for the 2015 academic year is unavailable due to a switch in data systems.", "Average Level of Progress (ALP) is calculated by taking the mean average of levels achieved across the entire school cohort.", "The request was received on 8 May 2018 and the outcome was 'All information sent' on 1 June 2018." ], "data_mentioned": [ "2018-05-08", "2018-06-01", "462935", "2013", "2014", "2016", "2017", "45.3%", "69.3%", "16.3%", "31.2%", "55.5%", "66.1%", "23%", "28.3%", "2.5", "2.8", "2.7", "2.9" ], "exemptions_cited": [], "tables": [ { "headers": [ "English 3LP", "IOM", "SNHS", "CRHS", "BHS", "RGS", "QEII" ], "rows": [ [ "2013", "45.3%", "39.0%", "54.3%", "44.7%", "42.9%", "45.6%" ], [ "2014", "54.7%", "55.3%", "60.0%", "58.4%", "46.1%", "52.0%" ], [ "2016", "65.1%", "61.7%", "71.0%", "60.7%", "66.2%", "73.2%" ], [ "2017", "69.3%", "71.3%", "71.2%", "69.4%", "60.8%", "76.9%" ] ], "row_count": 4, "col_count": 7 }, { "headers": [ "English 4LP", "IOM", "SNHS", "CRHS", "BHS", "RGS", "QEII" ], "rows": [ [ "2013", "16.3%", "15.8%", "17.1%", "15.4%", "17.1%", "10.6%" ], [ "2014", "19.9%", "18.4%", "25.8%", "18.1%", "20.6%", "18.9%" ], [ "2016", "28.2%", "26.60%", "46.00%", "22.90%", "18.90%", "37.50%" ], [ "2017", "31.2%", "35.90%", "31.50%", "28.90%", "27.70%", "30.60%" ] ], "row_count": 4, "col_count": 7 }, { "headers": [ "Maths 3LP", "IOM", "SNHS", "CRHS", "BHS", "RGS", "QEII" ], "rows": [ [ "2013", "55.5%", "46.9%", "71.3%", "54.1%", "53.5%", "56.3%" ], [ "2014", "65.5%", "68.6%", "70.9%", "66.1%", "56.0%", "71.2%" ], [ "2016", "65.3%", "57.7%", "69.9%", "62.4%", "71.5%", "73.2%" ], [ "2017", "66.1%", "54.2%", "68.8%", "63.8%", "69.7%", "80.6%" ] ], "row_count": 4, "col_count": 7 }, { "headers": [ "Maths 4LP", "IOM", "SNHS", "CRHS", "BHS", "RGS", "QEII" ], "rows": [ [ "2013", "23%", "20.2%", "33.3%", "22.9%", "20.2%", "26.3%" ], [ "2014", "26.7%", "19.1%", "34.2%", "31.7%", "21.3%", "28.1%" ], [ "2016", "27.5%", "18.2%", "37.6%", "19.3%", "37.1%", "39.3%" ], [ "2017", "28.3%", "22.6%", "31.2%", "27.1%", "35.6%", "28.7%" ] ], "row_count": 4, "col_count": 7 }, { "headers": [ "IOM Average Levels of Progress (English) 2013-2017", "", "", "", "", "", "" ], "rows": [ [ "English ALP", "IOM", "SNHS", "CRHS", "BHS", "RGS", "QEII" ], [ "2013", "2.5", "2.4", "2.9", "2.6", "2.5", "2.4" ], [ "2014", "2.6", "2.6", "2.8", "2.7", "2.6", "2.4" ], [ "2016", "2.8", "2.8", "3.1", "2.5", "2.6", "3.1" ], [ "2017", "2.8", "2.9", "2.9", "2.7", "2.6", "3" ], [ "4 year rolling\naverage for\ntoolkit", "2.7", "", "", "", "", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "IOM Average Levels of Progress (Maths) 2013-2017*", "", "", "", "", "", "" ], "rows": [ [ "Maths ALP", "IOM", "SNHS", "CRHS", "BHS", "RGS", "QEII" ], [ "2013", "2.8", "2.7", "3.1", "2.8", "2.6", "2.6" ], [ "2014", "2.8", "2.7", "3.1", "2.8", "2.6", "2.7" ], [ "2016", "2.7", "2.3", "2.4", "2.3", "3", "2.9" ], [ "2017", "2.7", "2.5", "2.8", "2.5", "2.9", "3" ], [ "4 year rolling\naverage for\ntoolkit", "2.8", "", "", "", "", "" ] ], "row_count": 6, "col_count": 7 } ] }, { "case_id": 467433, "title": "Sale St Thomas school building", "authority": "Department of Education, Sport and Culture", "date_received": "2018-05-14", "outcome": "Information not held", "summary": "The requester asked for details on meetings regarding the sale of the St Thomas school building, but the Department of Education, Sport and Culture stated it does not hold this information as the matter is the responsibility of the Church and Trustees. However, the authority provided extracts from internal meetings discussing the potential 50% contribution from the sale proceeds to fund the new Scooil Vallajeelt site.", "key_facts": [ "The Department of Education, Sport and Culture does not hold information on specific meetings regarding the sale of the St Thomas school building.", "Responsibility for the future use and sale of the site lies with the Diocese of Sodor and Man, the Church of England, and the Trustees.", "The Department's position is that a minimum of 50% of the future sale value should be returned to the Department.", "The Church of England agreed to contribute 50% of the sale price to the co-location project.", "The Education Council confirmed in November 2017 that the Church owns the building and it cannot be used as a school again." ], "data_mentioned": [ "2018-05-14", "2018-06-12", "31 October 2017", "November 2017", "December 2017", "January 2018", "February 2018", "March 2018", "50%", "467433" ], "exemptions_cited": [ "Section 11(3)(a) of the Freedom of Information Act 2015 - Information not held" ], "tables": [ { "headers": [ "Date", "Subject", "Details" ], "rows": [ [ "November 2017", "St Thomas School co-location", "The Minister and Mr Corkish had a meeting with the Arch-Bishop and subsequently the Bishop on the 31 October 2017. In the discussion that followed there was discussion about the need for a commitment regarding funding from the Church towards the funding of redevelopment of Scoill Vallajeelt." ], [ "December 2017", "Future sale of St Thomas' School", "The Department's position was reiterated that a minimum 50% of the future sale value of the site should be returned to the Department." ], [ "January 2018", "Future sale of St Thomas' School", "It was agreed to write to [a Representative of the Church of England] to seek confirmation and further details of the proposed timeline." ], [ "February 2018", "Future sale of St Thomas' School", "It was noted that the letter to [the Church of England Representative] had been sent but no response had yet been received." ], [ "March 2018", "Future sale of St Thomas' School", "[A Representative of the Church of England] has said that the Church of England would be making a contribution of 50% of the sale price of the present St Thomas Primary School to the co-location." ] ], "row_count": 5, "col_count": 3 } ] }, { "case_id": 499635, "title": "A-Level results for each subject and for each secondary school", "authority": "Department of Education, Sport and Culture", "date_received": "2018-06-08", "outcome": "Upheld - partial", "summary": "The requester asked for detailed A-Level grade breakdowns by subject for five secondary schools and University College Isle of Man for the years 2015 to 2017. The Department of Education, Sport and Culture partially upheld the request, providing the data via attachments for most institutions while noting that one school's results were already publicly available.", "key_facts": [ "The request covered A-Level grades (A* to Fail) for 2015, 2016, and 2017.", "Data was provided for Ballakermeen, Castle Rushen, QEII, Ramsey Grammar, and UCM via attachments.", "St Ninian's High School results were directed to an existing public website rather than provided as new attachments.", "The Department cited a policy against using league tables as a single formal measure for school performance.", "Consolidated Key Stage 5 information for 2013-2017 is published on the Department's website." ], "data_mentioned": [ "2015", "2016", "2017", "2013-2017", "8 June 2018", "2 July 2018", "499635", "15 pages", "5 secondary schools" ], "exemptions_cited": [], "tables": [ { "headers": [ "2017", "A*", "A", "B", "C", "D", "E", "U" ], "rows": [ [ "Agriculture BTEC", "2", "0", "0", "0", "0", "0", "0" ], [ "Biology", "2", "3", "2", "1", "4", "1", "0" ], [ "Business Studies", "0", "5", "10", "2", "4", "1", "0" ], [ "Chemistry", "3", "1", "3", "2", "2", "2", "0" ], [ "Computer Science", "0", "0", "0", "0", "1", "1", "0" ], [ "Design Technology", "0", "0", "0", "0", "2", "0", "0" ], [ "Drama", "0", "0", "3", "1", "1", "0", "0" ], [ "Economics", "0", "3", "8", "5", "2", "1", "0" ], [ "English Language", "0", "0", "2", "1", "1", "1", "0" ], [ "English Literature", "0", "1", "2", "3", "1", "0", "0" ], [ "French", "1", "0", "0", "0", "0", "0", "0" ], [ "Further Mathematics", "1", "0", "0", "1", "0", "0", "0" ], [ "General Studies", "2", "4", "12", "14", "10", "5", "0" ], [ "Geography", "0", "3", "5", "4", "0", "1", "0" ], [ "Geology", "8", "2", "4", "2", "0", "1", "0" ], [ "History", "1", "1", "2", "2", "4", "2", "0" ], [ "ICT Applied", "0", "2", "2", "0", "1", "0", "0" ], [ "Mathematics", "5", "1", "4", "3", "7", "2", "0" ], [ "Music Technology BTEC", "0", "0", "0", "1", "0", "1", "0" ], [ "Photography", "0", "0", "7", "1", "0", "0", "0" ], [ "Physics", "1", "3", "2", "0", "2", "0", "0" ], [ "Politics", "0", "0", "1", "3", "0", "0", "0" ], [ "Psychology", "0", "1", "5", "4", "2", "2", "0" ], [ "Religious Studies", "0", "0", "1", "1", "0", "1", "0" ], [ "Sociology", "0", "0", "2", "4", "3", "0", "1" ], [ "Spanish", "1", "0", "1", "0", "0", "0", "0" ], [ "Travel and Tourism", "0", "1", "4", "5", "1", "0", "0" ], [ "World Development", "2", "3", "6", "3", "2", "2", "0" ], [ "", "", "", "", "", "", "", "" ] ], "row_count": 29, "col_count": 8 }, { "headers": [ "2016", "A*", "A", "B", "C", "D", "E", "U" ], "rows": [ [ "Art & Design", "0", "2", "1", "1", "0", "0", "0" ], [ "Photography", "3", "1", "3", "1", "1", "0", "0" ], [ "Biology", "0", "1", "0", "2", "3", "3", "0" ], [ "Business Studies", "0", "2", "4", "9", "4", "0", "0" ], [ "Chemistry", "0", "0", "0", "0", "2", "0", "0" ], [ "Drama", "0", "0", "1", "1", "2", "0", "0" ], [ "Economics", "0", "1", "3", "1", "4", "0", "0" ], [ "English Literature", "0", "0", "2", "4", "0", "0", "0" ], [ "French", "1", "0", "0", "0", "0", "0", "0" ], [ "General Studies", "1", "1", "6", "7", "13", "12", "0" ], [ "Geography", "1", "0", "4", "1", "2", "0", "0" ], [ "History", "0", "1", "4", "6", "1", "0", "0" ], [ "Information Technology\n(Voc)", "0", "0", "2", "0", "1", "0", "0" ], [ "Mathematics", "1", "1", "3", "2", "3", "1", "0" ], [ "Mathematics Further", "0", "1", "0", "0", "0", "0", "0" ], [ "Music Technology (Voc) 1.5", "1", "0", "0", "0", "0", "0", "0" ], [ "Physics", "0", "2", "0", "0", "1", "0", "0" ], [ "Politics", "0", "0", "3", "3", "2", "1", "0" ], [ "Science: Environmental", "0", "0", "0", "1", "1", "0", "0" ], [ "Science: Geology", "3", "6", "3", "0", "2", "0", "0" ], [ "Spanish", "1", "0", "1", "0", "0", "0", "0" ], [ "Sport/PE Studies", "0", "0", "0", "1", "1", "3", "1" ], [ "Travel & Tourism", "0", "2", "4", "0", "0", "0", "0" ], [ "World Development", "0", "4", "10", "5", "1", "2", "0" ] ], "row_count": 24, "col_count": 8 }, { "headers": [ "2015", "A*", "A", "B", "C", "D", "E", "U" ], "rows": [ [ "Art & Design", "0", "1", "3", "1", "0", "0", "0" ], [ "Art and Design Photography", "2", "0", "3", "2", "0", "0", "0" ], [ "Biology", "0", "1", "3", "4", "3", "1", "0" ], [ "Business Studies", "0", "3", "5", "4", "2", "2", "0" ], [ "Chemistry", "1", "0", "1", "2", "0", "0", "0" ], [ "Drama", "0", "0", "1", "1", "0", "0", "0" ], [ "Economics", "0", "0", "0", "4", "3", "0", "0" ], [ "English Literature", "0", "0", "3", "3", "4", "0", "0" ], [ "French", "0", "0", "1", "0", "0", "0", "0" ], [ "General Studies", "0", "0", "4", "11", "11", "13", "2" ], [ "Geography", "1", "2", "1", "4", "0", "0", "0" ], [ "Government/Politics", "0", "0", "0", "1", "0", "0", "2" ], [ "History", "0", "0", "3", "3", "1", "1", "0" ], [ "Information Technology\n(Voc)", "1", "0", "1", "2", "0", "0", "0" ], [ "Mathematics", "3", "2", "3", "1", "2", "1", "0" ], [ "Mathematics Further", "0", "0", "1", "0", "0", "0", "0" ], [ "Music", "0", "0", "1", "0", "0", "0", "0" ], [ "Physics", "0", "2", "1", "0", "0", "0", "0" ], [ "Science: Environmental", "0", "0", "0", "0", "0", "0", "0" ], [ "Science: Geology", "9", "6", "3", "1", "2", "1", "0" ], [ "Spanish", "0", "0", "1", "2", "2", "1", "0" ], [ "Sport/PE Studies", "0", "0", "0", "0", "1", "1", "0" ], [ "Travel & Tourism", "1", "0", "2", "1", "0", "0", "0" ], [ "World Development", "0", "2", "4", "7", "0", "0", "0" ] ], "row_count": 24, "col_count": 8 } ] }, { "case_id": 511934, "title": "Free school meals", "authority": "Department of Education, Sport and Culture", "date_received": "2018-06-22", "outcome": "All information sent", "summary": "A request was made to the Department of Education, Sport and Culture for the number of children receiving free school meals in primary and secondary schools. The authority disclosed a complete breakdown of student counts for each school for the 2017/18 academic year.", "key_facts": [ "The request was received on 2018-06-22 and responded to on 2018-06-26.", "Data covers the 2017/18 academic year for both primary and secondary schools.", "Bunscoill Rhumsaa had the highest number of primary school children on free meals with 121.", "Ballakermeen High School had the highest number of secondary school children on free meals with 259.", "All requested information was provided without any exemptions." ], "data_mentioned": [ "2018-06-22", "2018-06-26", "2017/18", "59", "121", "259", "154", "79", "111", "164", "511934" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "Children in receipt of free school meals (2017/18)" ], "rows": [ [ "Anagh Coar Primary School", "59" ], [ "Andreas Primary School", "20" ], [ "Arbory Primary School", "31" ], [ "Ashley Hill Primary School", "36" ], [ "Ballacottier Primary School", "54" ], [ "Ballasalla Primary School", "34" ], [ "Ballaugh Primary School", "11" ], [ "Braddan Primary School", "49" ], [ "Bunscoill Ghaelgagh", "2" ], [ "Bunscoill Rhumsaa", "121" ], [ "Cronk y Berry Primary School", "96" ], [ "Dhoon Primary School", "7" ], [ "Foxdale Primary School", "8" ], [ "Henry Bloom Noble Primary School", "104" ], [ "Jurby Community School", "31" ], [ "Kewaigue Primary School", "9" ], [ "Laxey Primary School", "23" ], [ "Manor Park Primary School", "48" ], [ "Marown Primary School", "5" ], [ "Michael Primary school", "13" ], [ "Onchan Primary School", "86" ], [ "Peel Clothworker's School", "98" ], [ "Rushen Primary School", "53" ], [ "Scoill Phurt le Moirrey", "30" ], [ "Scoill Vallajeelt", "9" ], [ "Scoill yn Jubilee", "85" ], [ "St John's Primary School", "29" ], [ "St Mary's RC School", "47" ], [ "St Thomas' C of E Primary School", "3" ], [ "Sulby Primary School", "12" ], [ "Victoria Road Primary School", "77" ], [ "Willaston Primary School", "71" ] ], "row_count": 32, "col_count": 2 }, { "headers": [ "School", "Children in receipt of free school meals (2017/18)" ], "rows": [ [ "Ballakermeen High School", "259" ], [ "Castle Rushen High School", "154" ], [ "Queen Elizabeth II High School", "79" ], [ "Ramsey Grammar School", "111" ], [ "St Ninian's High School", "164" ] ], "row_count": 5, "col_count": 2 } ] }, { "case_id": 512133, "title": "Religious visits in schools", "authority": "Department of Education, Sport and Culture", "date_received": "2018-06-21", "outcome": "Some information sent but not all held", "summary": "A request was made for data on religious group visits to schools and parental exclusions over three years, but the authority only provided information for the 2017/18 academic year due to record retention policies.", "key_facts": [ "Visitor record books are retained for only one year before destruction, limiting data availability.", "Headteachers determine which community figures are welcomed into schools.", "Religious education must be of a broadly Christian character under the Education Act 2001.", "Parents have the right to request exclusion of their children from religious education or worship.", "The response included a partial table listing specific groups and exclusion numbers for primary schools." ], "data_mentioned": [ "2018-06-21", "2018-07-18", "2017/18", "3 years", "1 year", "4", "2", "512133", "Section 12(2)(b)", "Section 12(2)(c)", "Section 14" ], "exemptions_cited": [ "Information not held due to records retention policy (visitor books destroyed after 1 year)" ], "tables": [ { "headers": [ "", "Which and how many religious groups have\nattended the island's schools in the past 3 years\nboth primary and secondary?", "", "How many, if any,\nparents/guardians have asked for\ntheir children to be excluded or\nremoved from any visits from\nreligious groups into schools?" ], "rows": [ [ "Primary schools", "(How\nmany\ngroups)", "(Which groups)", "(Number of children excluded\nby parental request)*" ], [ "Anagh Coar School", "4", "• Leprosy Misson\n• Scripture Union (Lifepath)\n• Child Evangelism Fellowship\n• Braddan Church", "2" ], [ "Andreas School", "4", "• Child Evangelism Fellowship\n• Open the Book Assembly Team\n(ecumenical group)\n• Church of England\n• Scripture Union Ministries Trust", "None" ], [ "Arbory Primary School", "5", "• Church of England\n• Open the Book –\nInterdenominational\n• SUMT – Scripture Union\n• LHCC – Living Hope\n• Child Evangelism Fellowship", "None" ], [ "Ashley Hill Primary\nSchool", "3", "• Open the Book group\n• Scripture Union\n• Child Evangelism Fellowship", "1" ], [ "Ballacottier School", "3", "• Child Evangelism Fellowship\n• Braddan Church\n• Lifepath", "None" ], [ "Ballasalla Primary School", "2", "• Scripture Union\n• Child Evangelism Fellowship", "None" ], [ "Ballaugh Primary School", "2", "• Open the Book group\n• Child Evangelism Fellowship", "None" ], [ "Braddan Primary School", "1", "• Child Evangelism Fellowship", "None" ], [ "Bunscoill Ghaelgagh", "2", "• Open the Book group\n• Child Evangelism Fellowship", "6" ], [ "Bunscoill Rhumsaa", "10", "• St. Paul’s Anglican Church\n• The Bethel Church\n• Ramsey Baptist Church\n• Living Hope Community Church –\nNorth\n• Child Evangelism Fellowship\n• Our Lady Star of the Sea Catholic\nChurch\n• St. Olave’s Anglican Church\n• Ramsey Methodist Church\n• Ramsey Elim Church\n• Scripture Union Ministries Trust –\nIndependent/Interdenominational", "5" ], [ "Cronk-Y-Berry School", "3", "• Open the Book group\n• Scripture Union\n• Child Evangelism Fellowship", "1" ], [ "Dhoon Primary School", "4", "• SUMT", "0" ] ], "row_count": 13, "col_count": 4 }, { "headers": [ "", "", "• Church of England\n• Open The Book group\n• Child Evangelism Fellowship", "" ], "rows": [ [ "Foxdale Primary School", "4", "• Methodist\n• Church of England\n• SUMT\n• Child Evangelism Fellowship", "None" ], [ "Henry Bloom Noble", "4", "• Open the Book group\n• Child Evangelism Fellowship\n• Elim Church\n• St George’s Church", "2" ], [ "Jurby Community\nPrimary School", "Information\nnot\ncurrently\navailable", "Information not currently available", "Information not currently available" ], [ "Kewaigue School", "3", "• Child Evangelism Fellowship\n• Scripture Union Ministries Trust\n• Braddan Church – Open the Book", "None" ], [ "Laxey Primary School", "4", "• SUMT\n• Church of England\n• Open The Book group\n• Child Evangelism Fellowship", "2" ], [ "Manor Park Primary\nSchool", "4", "• Child Evangelism Fellowship\n• St Matthew’s Church Vicar\n• Scripture Union\n• Open The Book Group", "None" ], [ "Marown Primary School", "1", "• Representatives from local\nAnglican Church (Marown Church)", "2" ], [ "Michael School", "2", "• Open the Book group\n• Child Evangelism Fellowship", "1" ], [ "Onchan Primary School", "2", "• Open the Book group\n• Child Evangelism Fellowship", "None" ], [ "Peel Clothworkers\nPrimary School", "4", "• Methodist Evangelical Christian\nchurch, Peel\n• Grace Baptist church\n• Church of England (St Paul’s\nChurch, Foxdale)\n• Community Church", "3" ], [ "Rushen Primary School", "2", "• Open the book\n• Church of England", "1" ], [ "Scoill Phurt Le Moirrey", "5", "• Church of England\n• Child Evangelism Fellowship\n• Open the Book group\n• SUMT – Lifepath lesson\n• Methodist Minister", "3" ], [ "Scoill Vallajeelt", "1", "• Child Evangelism Fellowship", "38" ], [ "Scoill yn Jubilee", "1", "• St Ninian’s Church Open the Book\ngroup", "1" ], [ "St John's Primary School", "5", "• Open the Book for a monthly\nassembly – C of E\n• Methodist Minister", "" ] ], "row_count": 15, "col_count": 4 }, { "headers": [ "", "", "• Elim Church\n• Scripture Union\n• Lifepath", "" ], "rows": [ [ "St Mary's RC School", "1", "• Open the Book for assemblies", "None" ], [ "St Thomas's C of E\nSchool", "3", "• Open The Book Christian Group\n• Lord Bishop\n• Church of England", "None" ], [ "Sulby Primary School", "2", "• Open the Book group\n• Child Evangelism Fellowship", "None" ], [ "Victoria Road Primary\nSchool", "6", "• Life path visitors - Scripture union\n• Stars day - Scripture union\n• Methodist Minister\n• Child Evangelism Fellowship\n• Open the book - Scripture union\n• Followers - Salvation army", "None" ], [ "Willaston Primary School", "2", "• St Ninian’s Church Open the Book\ngroup\n• Child Evangelism Fellowship", "2" ], [ "Secondary schools", "(How\nmany\ngroups)", "(Which groups)", "(Number of children excluded\nby parental request)*" ], [ "Ballakermeen High\nSchool", "1", "• SUMT – Scripture Union", "1" ], [ "Castle Rushen High\nSchool", "2", "• SUMT - Scripture Union\n• Gideons", "3" ], [ "Queen Elizabeth II High\nSchool", "1", "• SUMT – Scripture Union", "Data not held (but likely to be very small\nnumbers)" ], [ "Ramsey Grammar\nSchool", "1", "• Scripture Union", "None" ], [ "St Ninian’s High School", "3", "• Scripture Union\n• Love Life\n• Gideons", "None" ] ], "row_count": 11, "col_count": 4 } ] }, { "case_id": 515434, "title": "Achievement Against Prior Attainment KS2", "authority": "Department of Education, Sport and Culture", "date_received": "2018-06-26", "outcome": "Upheld - partial", "summary": "A request was made for Key Performance Indicators, SSRE classification methods, and three years of primary school achievement data against prior attainment. The Department of Education partially upheld the request, explaining the value-added metrics and providing school-specific data for the requested period.", "key_facts": [ "Expected progress from KS1 to KS2 is defined as 2 levels or 6 sub-levels across 4 years.", "Value added is measured as any child making more than 2 levels or 6 sub-levels of progress.", "SSRE reporting classifies schools based on achievement toolkit thresholds rather than Island averages.", "Data was provided for Ballaugh Primary School showing 100% of pupils made 6+ sub-levels progress in 2015-16 and 2016-17.", "The request covered the academic years ending 2015, 2016, and 2017." ], "data_mentioned": [ "2018-06-26", "2018-10-03", "2018-09-07", "515434", "1.5 sub-levels", "1 full level", "2 levels", "6 sub-levels", "4 years", "100%", "9 pupils", "10 pupils", "2015-16", "2016-17", "2017-18" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "Year", "Subject", "Progress Data / SSRE Classification" ], "rows": [ [ "Ballaugh Primary School", "2017-18", "All Core Subjects", "Inspirational: 100% of 9 pupils made 6+ sub-levels progress." ], [ "Ballaugh Primary School", "2016-17", "All Core Subjects", "Inspirational: 100% of 10 pupils made 6+ sub-levels progress." ], [ "Ballaugh Primary School", "2015-16", "All Core Subjects", "Very Effective: 65%+ of pupils made 6+ sub-levels progress (using 2016 criteria)." ], [ "Jurby Community School", "2015, 2016, 2017", "N/A", "Data provided for pupils making 2+ whole levels of progress (KS1 to KS2)." ], [ "Bunscoill Ghaelgagh", "2015, 2016, 2017", "N/A", "Data provided for pupils making 2+ whole levels of progress (KS1 to KS2)." ], [ "Kewaigue Primary School", "2015, 2016, 2017", "N/A", "Data provided for pupils making 2+ whole levels of progress (KS1 to KS2)." ], [ "Marown Primary School", "2015, 2016, 2017", "N/A", "Data provided for pupils making 2+ whole levels of progress (KS1 to KS2)." ], [ "Ballasalla Primary School", "2015, 2016, 2017", "N/A", "Data provided for pupils making 2+ whole levels of progress (KS1 to KS2)." ], [ "Braddan Primary School", "2015, 2016, 2017", "N/A", "Data provided for pupils making 2+ whole levels of progress (KS1 to KS2)." ], [ "Foxdale Primary School", "2015, 2016, 2017", "N/A", "Data provided for pupils making 2+ whole levels of progress (KS1 to KS2)." ], [ "Scoill yn Jubilee", "2015, 2016, 2017", "N/A", "Data provided for pupils making 2+ whole levels of progress (KS1 to KS2)." ], [ "Henry Bloom Noble Primary School", "2015, 2016, 2017", "N/A", "Data provided for pupils making 2+ whole levels of progress (KS1 to KS2)." ], [ "Onchan Primary School", "2015", "English", "88% of pupils made expected progress (4.5 sub-levels) from Year 4 onwards." ], [ "Onchan Primary School", "2016", "English", "85% of pupils made 6+ sub-levels progress." ], [ "Onchan Primary School", "2017", "English", "73.5% of pupils made 6+ sub-levels progress." ], [ "Onchan Primary School", "2015", "Maths", "91% of pupils made expected progress from Year 4 onwards." ] ], "row_count": 16, "col_count": 4 } ] }, { "case_id": 540637, "title": "Gender of primary school teachers.", "authority": "Department of Education, Sport and Culture", "date_received": "2018-07-23", "outcome": "All information sent", "summary": "A request was made to the Department of Education, Sport and Culture for gender and employment status breakdowns of primary school staff in the Isle of Man. The authority disclosed all requested data covering teachers, TLR positions, deputy heads, and headteachers as of the end of the summer term 2018.", "key_facts": [ "There were 300 total primary school teachers, comprising 28 males and 272 females.", "120 TLR positions were held, with 11 males and 109 females.", "31 Assistant or Deputy Head positions were all held by females (27) or males (4), with no part-time staff.", "31 Head Teachers were employed, split between 15 males and 16 females, all full-time.", "No staff in any category identified as 'other' gender." ], "data_mentioned": [ "300", "28", "272", "0", "183", "117", "120", "11", "109", "94", "26", "31", "4", "27", "15", "16", "2018-07-23", "2018-08-01", "540637" ], "exemptions_cited": [], "tables": [ { "headers": [ "No. primary teachers", "" ], "rows": [ [ "Male", "28" ], [ "Female", "272" ], [ "Other", "0" ], [ "F/T P/T split", "" ], [ "Full time", "183" ], [ "Part time", "117" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "No. TLR positions", "" ], "rows": [ [ "Male", "11" ], [ "Female", "109" ], [ "Other", "0" ], [ "F/T P/T split", "" ], [ "Full time", "94" ], [ "Part time", "26" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "No. Assistant/Deputy Heads\npositions", "" ], "rows": [ [ "Male", "4" ], [ "Female", "27" ], [ "Other", "0" ], [ "F/T P/T split", "" ], [ "Full time", "31" ], [ "Part time", "0" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "No. Head Teachers", "" ], "rows": [ [ "Male", "15" ], [ "Female", "16" ], [ "Other", "0" ], [ "F/T P/T split", "" ], [ "Full time", "31" ], [ "Part time", "0" ] ], "row_count": 6, "col_count": 2 } ] }, { "case_id": 548033, "title": "Council of Ministers' paper", "authority": "Cabinet Office", "date_received": "2018-07-24", "outcome": "All information sent", "summary": "The requester asked for a Council of Ministers paper regarding drafting instructions for a new Education Bill submitted by the Department of Education, Sport and Culture. The Cabinet Office disclosed the full confidential paper, which outlines the consultation process and seeks approval to submit drafting instructions to the Attorney General's Chambers.", "key_facts": [ "The paper (No. 18/116) was submitted by the Department of Education, Sport and Culture on 24 April 2018.", "The purpose was to seek Council of Ministers approval for drafting instructions for the New Education Bill.", "A public consultation on the bill's principles took place between 11 October 2017 and 22 November 2017.", "The Legislation Sub Committee approved the drafting instructions on 24 April 2018.", "The new bill is intended to replace the current Education Act 2001." ], "data_mentioned": [ "2018-07-24", "2018-08-20", "3 May 2018", "11 October 2017", "22 November 2017", "10 January 2018", "18 January 2018", "23 March 2018", "24 April 2018", "16 August 2018", "Education Act 2001", "Paper No. 18/116", "4 pages", "2 documents", "548033" ], "exemptions_cited": [], "tables": [ { "headers": [ "Department/Board/Office", "Education, Sport and Culture" ], "rows": [ [ "Chief Officer", "Ronald Barr" ], [ "Responsible Officer", "Yvette Mellor" ], [ "Cut ups to be sent to", "Ronald Barr and Yvette Mellor" ], [ "Date of Council Meeting", "3 May 2018" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "Has appropriate internal and/or public consultation taken place?", "", "Not applicable", "", "", "" ], "rows": [ [ "Are there any resource/personnel implications?", "", "Not applicable", "", "", "" ], [ "Has Treasury concurrence been obtained where necessary?", "", "Not applicable", "", "", "" ], [ "Is the Department acting within its legal powers or has legal advice\nbeen obtained?\n(If yes confirm and provide evidence within the paper)", "Not applicable", "", "", "", "" ], [ "Are there any inter-Departmental implications?", "", "", "No", "", "" ], [ "If yes, which other Departments are involved?", "", "", "", "", "" ], [ "What is the intention of this paper?", "Seek Approval", "", "", "", "" ], [ "Primary Legislation: Has Council Legislation Subcommittee\napproved the inclusion of the proposed Bill on the Legislative\nProgramme. If Yes please give decision date:", "Yes", "", "", "", "" ], [ "Major Policy Proposal/Primary Legislation:\nHave you completed an Impact Assessment?\nIf yes please attach a copy as an Appendix to the paper.", "Yes", "", "", "", "" ], [ "Have you taken appropriate Corporate Communications Service\nadvice?", "Not applicable", "", "", "", "" ], [ "Does this initiative/announcement have a communications plan?", "", "Not applicable", "", "", "" ], [ "Purpose of the Paper: To seek Council of Ministers approval for drafting instructions\nfor the New Education Bill be submitted to the Attorney Generals’ Chambers .", "", "", "", "", "" ] ], "row_count": 11, "col_count": 6 } ] }, { "case_id": 554141, "title": "Primary School assessment guides", "authority": "Department of Education, Sport and Culture", "date_received": "2018-08-22", "outcome": "All information sent", "summary": "The requester sought the latest assessment guidance documents for Literacy, Mathematics, and Science in Isle of Man primary schools. The Department of Education, Sport and Culture confirmed that all requested information was provided via 7 attached documents totaling 108 pages.", "key_facts": [ "The request was received on 2018-08-22 and concluded on 2018-09-17.", "The response included 7 documents covering assessment guides for core subjects.", "The total volume of information released was 108 pages.", "The authority noted that assessment documents are revised strategically and remain in place for several years.", "The request specifically targeted level descriptors for Literacy, Mathematics, and Science." ], "data_mentioned": [ "2018-08-22", "2018-09-17", "108", "7", "554141", "01624 685808" ], "exemptions_cited": [], "tables": [ { "headers": [ "IOM Speaking & Listening Assessment Levels", "1c", "1b", "1a" ], "rows": [ [ "AF1 Talking to others (speaking)\nTalk in purposeful and imaginative ways to\nexplore ideas and feelings, adapting and varying\nstructure and vocabulary according to purpose,\nlisteners and content", "*Beginning to speak audibly in a one to one situation.\n*Uses a simple and limited range of vocabulary.\n*Beginning to include some detail (e.g. following teacher\nmodelling).\n*Can recount simple stories / rhymes / poems but not\nalways in the correct sequence.\n*Talks about matters of immediate interest.", "*Able to speak audibly in a one to one situation to familiar\nand unfamiliar people.\n*Beginning to experiment with some new vocabulary (e.g.\nnew words from a story or teacher modelling).\n*Able to retell simple, familiar stories, ordering a short\nseries of events.\n*Beginning to add some simple detail to extend talk.\n*Beginning to use expression and intonation when\nrepeating words or phrases of a traditional story (e.g. after\nteacher modelling).\n*Is able to articulate simple words clearly and audibly with\nconfidence and control, showing awareness of the listener.", "*Beginning to speak audibly beyond a one to one situation\ne.g. in a small group.\n*Able to speak audibly to a small range of listeners.\nIncorporates some new vocabulary (may be used\nincorrectly).\n*Shows some confidence and concentration when\ndiscussing matters of immediate interest (including own\nexperiences).\n*Able to extend their talk by adding some simple detail.\n*Beginning to interpret a text by reading aloud with some\nuse of voice to convey meaning (e.g. when reading\ndialogue from a familiar text)." ], [ "AF2 Talking with others (listening & responding)\nListen and respond to others, including in pairs\nand groups, shaping meanings through\nsuggestions, comments and questions", "*Beginning to listen with more sustained concentration\n(e.g. to a short story or subject of personal interest).\n*Beginning to listen to others (e.g. another pupil as well as\nteacher).\n*Beginning to identify a point of interest after listening to\na subject of personal interest.\n*Able to listen to and follow simple one step instructions.", "*Able to listen for increasing periods to subjects of\npersonal interest and is able to response with the\nappropriate action (not always verbally).\n*Able to listen to others (but still focused on own thoughts\nand ideas, therefore may interrupt or fail to respond).\n*Able to identify a point of interest after listening to a\nsubject of personal interest.\n*Able to listen to and follow simple two step instructions,\nbeginning to ask for help or clarification if necessary.", "*Able to listen for increasing periods to subjects of\npersonal interest and beginning to listen to other subjects.\n*Able to identify points of interest after listening to a\nsubject of personal interest and beginning to summarise a\nkey point from other subjects or ask relevant questions.\n*Able to listen to others and usually responds\nappropriately (may still interrupt).\n*Able to follow a short, simple series of instructions." ], [ "AF3 Talking within role-play and drama (drama)\nCreate and sustain different roles and scenarios,\nadapting techniques in a range of dramatic\nactivities to explore texts, ideas and issues", "*Take part in imaginative play in exploring familiar\nthemes and characters through improvisation and role-play\nwithout engaging or little interaction with others.\n*Uses language to imagine, pretend and recreate roles and\nexperiences.\n*Beginning to take on a familiar role for short periods.\n*Beginning to recognise and use simple facial expressions\nto display emotions.", "*Take part in imaginative play and act out own and well-\nknown stories, using different voices for characters.", "*Engage in imaginative play enacting simple characters\nand situations using different voices every day speech,\ngesture, or movement.\n*Discuss why they like a performance.\n*Beginning to work with others to re-enact events from a\nstory." ], [ "AF4 Talking about talk (discussion about meaning\n& impact)\nUnderstand the range and uses of spoken\nlanguage, commenting on meaning and impact and\ndraw on this when talking to others", "*Beginning to contribute in a paired or small group\nsituation (may dominate or withdraw from dialogue).\n*Beginning to take turn in a one to one conversation.\n*Beginning to express a preference simply (but reluctant to\naccept other ideas or viewpoints).\n*Beginning to ask and answer questions about the subject\n(some 'questions' may actually be statements and some\nresponses may not answer the question).\n*Beginning to offer suggestions.", "*Beginning to contribute ideas in whole class situations\n(but lacks confidence and does not contribute regularly -\nmay only contribute if encouraged).\n*Able to take turns to speak in pairs or a small group.\n*Able to ask and answer questions, making some relevant\ncontributions\n*Beginning to listen to others' suggestions.\n*Understand the intonation and expression of verbal\nlanguage e.g. anger, happiness.", "*Able to take turns to speak and listen in groups of an\nincreasingly larger size.\n*Able to ask and answer questions, making more relevant\ncontributions.\n*Beginning to express an opinion or view.\n*Notice simple differences in speakers’ use of language\nand try out new words and ways of expressing meaning." ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "IOM Speaking & Listening Assessment Levels", "2c", "2b", "2a" ], "rows": [ [ "AF1 Talking to others (speaking)\nTalk in purposeful and imaginative ways to\nexplore ideas and feelings, adapting and varying\nstructure and vocabulary according to purpose,\nlisteners and content", "*Speaks clearly in a one to one situation or with a small\ngroup.\n*Uses some new vocabulary and beginning to use some\nprecise vocabulary.\n*Able to include some relevant detail to keep listener's\ninterest.\n*Able to tell real or imagined stories using some\nconventions of familiar story language.\n*Able to use some intonation when reading or reciting\nfamiliar stories, rhymes etc.\n*Able to give simple instructions clearly and audibly.", "*Speaks clearly in groups of increasingly larger size.\n*Beginning to be aware that in some situations a more\nformal vocabulary and tone of voice are used.\n*Beginning to use a simple range of connectives,\nadjectives and specific vocabulary (still uses vague\nphrases e.g.'stuff' , 'like', 'you know', 'thingy' or uses\ngestures to replace meaning).\n*Beginning to clarify points to aid understanding for the\nlistener.\n*Can retell a longer series of events in the correct order\nwith some appropriate story language and some use of\nlinking words/phrases.\n*Able to use voice to convey meaning when reading (may\nnot be sustained).\n*Beginning to use language or gesture to support use of\nmodels, diagrams, displays when explaining.\n.", "*Speaks clearly in larger groups, sometimes including\nwhole class (particularly when talking about matters of\nimmediate interest).\n*Beginning to use a more formal vocabulary and tone of\nvoice as appropriate.\n*Uses a growing vocabulary to develop and explain their\nideas.\n*Includes main points and some relevant detail.\n*Able to sustain use of voice more consistently to\nconvey meaning or expression when reading.\n*Speaks with clear intonation when reading and reciting\ntexts.\n*Beginning to take into account the needs of listeners." ], [ "AF2 Talking with others (listening & responding)\nListen and respond to others, including in pairs\nand groups, shaping meanings through\nsuggestions, comments and questions", "*Shows some confidence when listening to others.\n*Able to sustain listening for increased periods e.g. when\nthe subject matter is of personal interest.\n*Beginning to listen carefully.\n*Responds appropriately to simple instructions and\nexplanations asking for help and clarification if necessary.", "*Shows confidence when listening in a wider range of\ncontexts e.g. to a talk by an unfamiliar adult.\n*Able to remember some specific points and beginning to\nidentify something that they have learned.\n*Beginning to remember and follow a short series of\ninstructions.", "*Shows confidence when listening in a range of\ncontexts, particularly where the topic interests but also\nin some other areas.\n*Listens carefully and responds to others with increasing\nappropriateness.\n*Able to sustain concentration for longer periods,\nparticularly for subjects of personal interest.\n*Able to remember a number of specific points that\ninterest them." ], [ "AF3 Talking within role-play and drama (drama)\nCreate and sustain different roles and scenarios,\nadapting techniques in a range of dramatic\nactivities to explore texts, ideas and issues", "*Adopts appropriate roles in small groups and consider\nalternative courses of action.\n*Can say what they like about a performance.\n*Acts out stories, using different voices for characters.", "*Consider how mood and atmosphere are created in a live\nor recorded performance.\n*Can undertake a specific role in a variety of imaginative\nsettings.", "*Present parts of stories, own stories or work from\ndifferent parts of the curriculum for members of their\nclass.\n*Prepares and shares variety of texts with an audience.\n*Adopts appropriate roles in small and large groups and\nconsider alternative courses of actions." ], [ "AF4 Talking about talk (discussion about meaning\n& impact)\nUnderstand the range and uses of spoken\nlanguage, commenting on meaning and impact and\ndraw on this when talking to others", "*Usually takes turns to speak and listen in small groups.\n*Asks some relevant questions and answers questions.\n*Beginning to provide a simple explanation for an opinion\n(in a small group).\n*Beginning to agree the next steps to take.", "*Able to take turns to speak and listen in groups of\nincreasingly larger sizes.\n*Questions and answers are usually relevant to the subject.\n*Beginning to respond to questions and answers in more\ndetail.\n*Beginning to develop an awareness that people hold\ndifferent views.\n*Able to agree next steps.\n*Shows an awareness of other languages and dialects.", "*Usually takes turns in speaking and listening in a range\nof situations.\n*Sometimes asks questions to clarify information or\nunderstanding.\n*Is aware that view of others may differ from own and\njustifies own opinion with a reason.\n*Beginning to allocate tasks.\n*Beginning to consider alternatives.\n*Beginning to work effectively in groups by ensuring\neach group member takes a turn.\n*Show awareness of ways in which speakers vary talk\nand why, through exploring different ways of speaking." ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "A.F. 1", "Level 1C", "Level 1B", "Level 1A" ], "rows": [ [ "Letters\nand\nSounds", "Mostly working within\nPhase 3", "Secure in working at\nPhases 3 and 4", "Working at Phase 5" ], [ "Book\nbands", "Yellow and Blue", "Green and Orange", "Turquoise" ], [ "ycneulF", "•Follows print with eyes,\nfinger pointing only\nwhen struggling.", "•Reads short sentences.\n•Is confident enough to\ntackle longer sentences.\n•May still read in a\nmonotone voice.", "•Reads short sentences\nwith fluency.\n•Beginning to read\nlonger sentences with\nfluency.\n•May include expression." ], [ "noitacifitnedi\ndroW", "•Explores and\nexperiments with\nsounds, words and\nletters.\n•Reads some familiar\nwords and simple\nsentences\nindependently.\n•Needs to be prompted\nto use phonic strategies.", "•Reads a range of\nfamiliar words and\nsimple sentences\nindependently.\n•Uses knowledge of\ngrapheme/phoneme\ncorrespondence to read\nwords.", "•Reads a range of\nfamiliar words and\nlonger sentences\nindependently.\n•Relies mainly on phonic\nstrategies." ], [ "noitautcnuP", "•Shows an awareness of\npunctuation when\nprompted.", "•Independently takes\nmore note of\npunctuation.", "•Shows an emerging\nknowledge of simple\npunctuation, but does\nnot always respond\ncorrectly." ], [ "txet\nseigetarts\nelohW", "•Knows that print\ncarries meaning and, in\nEnglish, is read from\nleft to right and from\ntop to bottom.", "•Recognises importance\nof print.\n•Prioritises the print\nbut may use pictures as\na confirmer.", "•Uses illustrations/text\nfeatures to confirm and\nenhance meaning and to\nmake predictions." ] ], "row_count": 6, "col_count": 4 }, { "headers": [ "A.F. 1", "Level 2C", "Level 2B", "Level 2A" ], "rows": [ [ "Letters\nand\nSounds", "Secure at\nPhase 5", "Working within\nPhase 6", "Confident at\nPhase 6" ], [ "Book\nbands", "Purple", "Gold", "White" ], [ "ycneulF", "•Reading is mostly\naccurate and generally\nfluent.\n•Pauses either to talk\nabout the text or to\nconfirm meaning.", "•Reading is almost\nentirely accurate.\n•Increasing fluency\nmeans that parts of the\npassage are well paced\nand take account of\nmeaning.", "•The reading is accurate\nand unfamiliar words are\nusually tackled\nindependently.\n•The pace and fluency\nshow confidence.\n•Expression and\nintonation are used to\nenhance meaning." ], [ "noitacifitnedi\ndroW", "•Continues to rely mainly\nupon phonic strategies.\n•Use of strategies is\nsometimes inappropriate\nfor the task e.g.\nstarting to sound out a\nfamiliar sight word.", "•Uses a combination of\nphonic and contextual\ncues to read unfamiliar\nwords, occasionally\nchoosing an\ninappropriate strategy.", "•Uses a combination of\nphonic and contextual\nclues appropriately." ], [ "noitautcnuP", "•Takes some account of\npunctuation - e.g. pauses\nat full stops and\ncommas.\n•May change voice for\nspeech marks.", "•Sometimes uses\nknowledge of common\npunctuation marks to\nenhance phrasing,\nintonation and\ncomprehension.", "•Usually uses knowledge\nof common punctuation\nmarks to enhance\nphrasing, intonation and\ncomprehension." ], [ "txet\nseigetarts\nelohW", "•Continues to use\nillustrations/text\nfeatures to confirm and\nenhance meaning and to\nmake predictions.", "•Is able to read ahead.\n•Shows an awareness of\na range of reading\nstrategies e.g.\nsometimes notices when\nthe reading does not\nmake sense and may\ntherefore self-correct\nor continue to use an\nunhelpful or\ninappropriate strategy.", "•Beginning to select and\nuse appropriate\nstrategies. For\nexample, notices when\nthe reading does not\nmake sense and uses an\neffective strategy e.g.\nself-corrects;\nor\nlooks forward/backward\nin the text to make use\nof the context." ] ], "row_count": 6, "col_count": 4 }, { "headers": [ "A.F. 1", "Level 3C", "Level 3B", "Level 3A" ], "rows": [ [ "ycneulF", "Reads accurately and\nfluently pausing only to\ndecode unfamiliar words\nwithout teacher\nintervention.", "Reads a range of texts\nfluently and accurately.", "As 3b" ], [ "noitacifitnedi\ndroW", "Is becoming efficient in\nthe use of word\nidentification\nstrategies: application\nof phonics, common\nletter patterns and\nword segmentation.", "Applies knowledge and\nuses word identification\nstrategies appropriately\nand automatically when\nencountering an unknown\nword.", "As 3b" ], [ "noitautcnuP", "Uses knowledge of\ncommon punctuation\nmarks to enhance\nphrasing, intonation and\ncomprehension.", "Uses knowledge of an\nincreasing range of\npunctuation marks to\nenhance phrasing,\nintonation and\ncomprehension.", "As 3b" ], [ "seigetarts\ntxet\nelohW", "Is becoming efficient in\nusing a range of\nstrategies e.g.\nanticipation of the next\nword; self-correction;\nrereading; reading on;\nslowing down and sub-\nvocalising when\nencountering difficult\ntexts and using\nknowledge", "Uses a range of\nstrategies automatically\nto monitor and maintain\nreading e.g. anticipation\nof the next word; self-\ncorrection; rereading;\nreading on; slowing down\nand sub-vocalising when\nencountering difficult\ntexts; using knowledge\nof context, print\nconventions and key\nwords. May ask for\nclarification of meaning\nof unfamiliar words and\nphrases.", "As 3b" ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "A.F.", "Level 1C", "Level 1B", "Level 1A" ], "rows": [ [ "3\n&\n2\nFA", "Only comments on the book\nwhen prompted, often\nfocussing on inappropriate\ndetail in the illustrations.\nStill relies on adult support\nto help make sense of the\ntext.", "Supported by the teacher’s\nquestions, can respond to the\nbook by identifying some\nsignificant events.\nShow simple understanding\nwhen questions/prompts are\nused e.g. sequencing cards.", "IS beginning to retell a simple\nstory when supported by the\nteacher.\nEngages well with the text e.g.\nresponds to humour.\nCan make simple predictions\nwhen supported by the teacher." ], [ "4\nFA", "", "", "" ], [ "5\nFA", "", "", "" ], [ "6\nFA", "", "", "" ], [ "7\nFA", "", "", "" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "A.F.", "Level 2C", "Level 2B", "Level 2A" ], "rows": [ [ "3\n&\n2\nFA", "Any retelling may be\nrather too short/long and\nreliant on the\nillustrations.\nCan put events in a story\nin correct order.\nComment on obvious\ncharacteristics e.g. is\nable to pick out\nstereotypes of good/bad\ncharacters.\nCan predict what\ncharacters might do/feel.", "Retelling refers to main events\nand characters. Can compare\ncharacters with reference to\ntext. Comments on the setting\nand how plot may link together\nor contain surprises. Able to\npredict the middle/end of a\nstory. Can take on the role of\ncharacters. Is beginning to\nanswer ‘why do you think…?’\n‘How do you know…?’ questions.", "Retelling is balanced is clear.\nIs able to identify and comment\nupon main characters and how\nthey are linked.\nCan confidently answer literal\nquestions. Is able to respond\nwhen questioned about\nextensions or alternatives to\nevents or actions. Gives\nthoughtful answers to ‘Why do\nyou think…?’ & ‘How do you\nknow…?’ questions." ], [ "4\nFA", "", "Response to the book includes\nreference to some\npresentational features.", "Is able to comment on some of\nthe ways text has been written\nor presented.\nCan discuss the role of the\nblurb.\nCan confidently discuss the role\nof chapters, headings, diagrams\nand sub-headings." ], [ "5\nFA", "", "Response to book includes\nreference to features at word\nlevel e.g. rhyming words,\ncompound words, adjectives\netc.", "Response to the text includes\nreference to a wide range of\nfeatures at word level e.g.\nrhyming words, compound\nwords, adjectives, synonyms,\nopposites, verbs etc." ], [ "6\nFA", "", "Can state if they liked or\ndisliked a book.", "Is able to talk about feelings\ncreated by the story." ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "A.F.", "Level 3C", "Level 3B", "Level 3A" ], "rows": [ [ "3\n&\n2\nFA", "Can retell the main ideas or\nevents providing some\nrelevant detail when asked\nand referring to the text\nto explain the meaning. Can\ndiscuss characters and\ntheir qualities.", "Can retell and discuss own\nsimple interpretations of a\nrange of texts providing\ninformation related to plot and\ncharacterisation in fiction or\nmain ideas and supporting detail\nin non-fiction.\nCan find reasons in text to\nexplain how or why something\nhappens.", "Can retell and comment upon\nevents or ideas from a range of\ntexts, providing information\nrelated to plot and\ncharacterisation in fiction or to\nmain ideas and supporting detail\nin non-fiction. Can read beyond\nthe literal to explain how or\nwhy something happens." ], [ "4\nFA", "(N) Is beginning to discuss\nthe plot structure and how\nsections relate e.g. devise\na story mountain, flow\nchart, story board.\n(NN) Is beginning to locate\ninfo by using organisational\nfeatures eg heading, index,\nfact boxes etc.", "(N) Can discuss the plot\nstructure and how sections\nrelate e.g. devise a story\nmountain, flow chart, story\nboard.\n(NN) Can locate information\nefficiently by using\norganisational features e.g.\nindex, glossary, headings, fact\nboxes etc.", "(N) Can confidently discuss the\nplot structure and how sections\nrelate e.g. devise a story\nmountain, flow chart, story\nboard.\n(NN) Can confidently and\nconsistently locate information\nefficiently by using\norganisational features e.g.\nindex, glossary, headings, fact\nboxes." ], [ "5\nFA", "Is beginning to identify,\nfrom within a text,\nexamples of words or\nliterary features (e.g.\nalliteration) chosen by the\nauthor to create a specific\neffect.", "Identifies from within a text\nexamples of words or literary\nfeatures (e.g. alliteration,\nsentence structure variation)\nchosen by the author to create\na specific effect.", "Can confidently and\nconsistently identify, from\nwithin a text, examples of\nwords or literary features (e.g.\nalliteration, variation in\nsentence structure) chosen by\nthe author to create a desired\neffect." ], [ "6\nFA", "Is beginning to express\nwhat they liked and\ndisliked about a text and\nto identify the main\npurpose of a text.", "In responding to text, is\nbeginning to display an\nunderstanding of the author’s\nintentions or point of view.", "Is beginning to evaluate\ncritically the effectiveness of a\ntext." ], [ "7\nFA", "Is beginning to show an\nawareness of genre and\nliterary traditions.", "Has an awareness of genre and\nliterary traditions.", "Has a secure awareness of\ngenre and literary traditions." ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "A.F.", "Level 4C", "Level 4B", "Level 4A" ], "rows": [ [ "3\n&\n2\nFA", "When responding to text,\nthe pupil is beginning to\nidentify key themes and\nideas, using inference and\ndeduction.", "When responding to text, can\nidentify underlying themes and\nideas using inference and\ndeduction, making reference to\nthe text.", "Explores underlying themes and\nideas confidently and continues\nto make clear references to\ntext.\nContinues to deduce and infer\nby drawing on implicit\ninformation within a text." ], [ "4\nFA", "(N) Is beginning to identify\nand discuss significant or\npivotal moments in a text.\n(NN) Is beginning to\nidentify key\nfacts/information and\nsummarise to display\nunderstanding.", "(N) Can identify and discuss\npivotal moments in a text.\n(NN) Can effectively identify\nkey facts/information and\nsummarise to display\nunderstanding.", "N - Can confidently and\nconsistently identify and\ndiscuss significant or pivotal\nmoments in a text.\nNN - Can confidently and\nconsistently identify key\nfacts/information and\nsummarise to display\nunderstanding." ], [ "5\nFA", "Is beginning to explain how\nthe way in which words are\nused creates a specific\neffect on the reader.", "Explains how the way in which\nwords are used to create a\nspecific effect on a reader.", "Can confidently and\nconsistently explain how the\nway in which words are used\ncreates a specific effect on a\nreader." ], [ "6\nFA", "Can express what they\nliked and disliked about a\ntext and can identify the\nmain purpose of a text.", "In responding to a text,\ndisplays an understanding of an\nauthor’s intentions or point of\nview.", "Can evaluate critically the\neffectiveness or otherwise of a\ntext." ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "A.F.", "Level 6C", "Level 6B", "Level 6A" ], "rows": [ [ "3\n&\n2\nFA", "AF2\nBeginning to\nAF3\nBeginning to", "AF2\nConfidently\nRelevant points clearly identified, including\nsummary and synthesis of information from\ndifferent sources or different places in\nthe same text.\nCommentary incorporates apt textual\nreference and quotation to support main\nideas or arguments.\nAF3\nConfidently\nComments securely based in textual\nevidence and identify different layers of\nmeaning, with some attempt at detailed\nexploration of them.\ne.g explaining the association of different\nwords in an image, or exploring connotations\nin a political speech or advertisement.\nComments consider wider implications or\nsignificance of information, events or ideas\nin a text, e.g. tracing how details\ncontribute to overall meaning.", "AF2\nConsistently\nAF3\nConsistently" ], [ "4\nFA", "Beginning to", "Confidently\nSome detailed exploration of how\nstructural choices support the writer’s\ntheme or purpose e.g tracing how main\nideas/characters develop over the text as\na whole.\nComment on how a range of features\nrelating to organisation at text level\ncontribute to the effects achieved e.g how\nthe writer builds up to an unexpected\nending, juxtaposes ideas, changes\nperspectives or uses everyday examples to\nillustrate complex ideas.", "Consistently" ], [ "5\nFA", "Beginning to", "Confidently\nSome detailed explanation, with\nappropriate terminology, of how language is\nused e.g. identifying and commenting on\npatterns or structure in the use of\nlanguage or recognising changes in language\nuse at different points in the text.\nSome drawing together of comments on\nhow the writer’s language choices\ncontribute to the effect on the reader.", "Consistently" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "", "EYFS", "", "Communication Language and Literacy - Writing", "Handwriting" ], "rows": [ [ "", "Development", "", "", "" ], [ "", "Matters", "", "", "" ], [ "22- 36 months", "22- 36 months", "", "Distinguish between the different marks they make.", "Begin to show some\ncontrol in their use of tools\nand equipment." ], [ "30-50 months", "", "", "Sometimes give meaning to marks as they draw and paint. (EYFS Profile Scale point 1)\nAscribe meaning to marks that they see in different places. (EYFS Profile Scale point 2)", "Use one handed tools and\nequipment.\nDraw lines and circles\nusing gross motor\nmovements.\nManipulate objects with\nincreasing control." ], [ "40- 60+ months", "", "", "Begin to break the flow of speech into words.\nUse writing as a means of recording and communicating.", "Begin to use anticlockwise\nmovement and retrace\nvertical lines.\nBegin to form recognizable\nletters (EYFS Profile Scale\npoint 2)" ], [ "Early Learning\ngoals", "", "", "Use their phonic knowledge to write simple regular words and make phonetically plausible\nattempts at more complex words. (EYFS Profile Scale point 7)\nAttempt writing for different purposes, using features of different forms such as lists, stories and\ninstructions. (EYFS Profile Scale point 6)\nWrite their own names (EYFS Profile Scale point 4) and other things such as labels, captions,\nand begin to form simple sentences, sometimes using punctuation. (EYFS Profile Scale point 8).", "Use a pencil and hold it\neffectively to form\nrecognizable letters, most\nof which are correctly\nformed (EYFS Profile\nScale point 5)." ] ], "row_count": 6, "col_count": 5 }, { "headers": [ "", "National", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Curriculum Level", "", "", "", "", "" ], [ "Level 1C\n(EYFS Profile Scale\npoint 8)\n.", "", "", "Composition and Effect\n• The writing includes some recognizable letters,\ngroups of letters, words or phrases although it\nmay need to be mediated by the child or teacher\nto be understood.\n• The writer shows an awareness of purpose\nusing features of different forms.\n• There is little or no awareness of audience.", "Sentence Structure\n• Groups of letters or simple words are\nused, not necessarily in a sentence like\nstructure.\n• Pupils produce recognizable letters and\nwords or symbols to convey meaning.\nPunctuation\n• In reading aloud from his/her own work,\nthe pupil shows an awareness of\npunctuation marks.", "• Some CVC words &\nhigh frequency words are\nspelt correctly.\n• Initial letters are usually\ncorrect.\n• The pupil links some\nsounds to letters.\n• The pupil uses phonic\nknowledge to attempt\nunfamiliar words.", "• Letters are\nusually correctly\nformed.\n• Some\ninconsistency in\nsize and\norientation may\nbe evident.\n• Spaces are left\nbetween words\nor clusters of\nletters." ], [ "Level 1B\n(9 points)\nPupil has exceeded\nand is working\nbeyond the Early\nLearning Goals", "", "", "Composition and Effect\n• Simple statements are used.\n• Some recognizable words communicate ideas.\n• The writing can generally be understood without\nmediation.\n• There may be more adventurous vocabulary.\n• Most written points are related directly to\npersonal experience.\n• Begins to form labels. captions and simple\nsentences.", "Sentence Structure\n• Pupils structure some phrases and simple\nstatements using recognizable words to\ncommunicate ideas.\n• There is some control over word order\nalthough some parts of the writing may\nbe abbreviated or disjointed.\nPunctuation\n• In reading or writing, there is evidence of\nfull stops being used but not necessarily\ncorrectly.", "• The pupil hears, says and\nwrites the initial and\nfinal sounds in words.\n• The pupil is secure in\nhearing, saying and\nwriting short medial\nvowel sounds in words.\n• S/he can:\n− spell CVC words\ncorrectly and some high\nfrequency words.\n− write own full name.\n− apply phonic\nknowledge to write\nsimple regular words &\nmake phonetically\nplausible attempts at\nmore complex words.", "• The correct\nsequence of\nmovements is\nused in forming\nletters.\n• Letters are\nreasonably\nconsistent in\nsize.\n• Spacing between\nwords is mainly\ncorrect." ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Curriculum Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 1A\n(11 points)\nPupil has exceeded\nthe Early Learning\nGoals", "", "", "S – The writing will have one or more ideas.\nV – There is some evidence of choice of\nappropriate vocabulary.\nS&E – Events may not be in order.", "Sentence Structure\n• There is evidence of simple sentence\nstructures to communicate ideas.\n•\nPunctuation\n• There may be random attempts to use\npunctuation other than full stops.\n• Words may be separated by finger\nspaces.", "• CVC words are spelt\ncorrectly, others are\nphonically plausible.\n• The pupil is beginning to\napply some knowledge\nof consonant clusters at\nthe beginning of words.\n• Shows some knowledge\nof consonant clusters at\nthe end of words.\n• Shows an awareness of\nvowel digraphs.", "• Letters are\nlegible and\nreasonably\nconsistent in\nsize.\n• Letters are\nmainly correctly\nformed and\noriented.\n• Ascenders and\ndescenders are\nusually\ndistinguished.\n• Spacing between\nwords is mainly\nconsistent." ], [ "Level 2C\n(13 points)", "", "", "S –\n•The writing carries more meaning than a simple\nstatement, e.g. it is expanded with some brief\nadditional detail “Get a box and cvr it in papr”.\n•An opening sentence or title is used, but usually\nno conclusion.\nS&E –\n• There are some connections between ideas.\n• Points may be linked as a simple sequence,\nmainly in an appropriate order.\n• Writing is related to the purpose.\nV –\nWord choice establishes content.\nVocabulary is appropriate to the subject\nmatter with some words used effectively. (e.g.\ntechnical vocabulary).\nF •The characteristics of non-fiction writing are\nnot always sustained e.g. numbering, headings,\nbullet points. •Writing may lapse into narrative", "Sentence Structure\nGAC –\n•Uses some simple sentence structures to\nexpress ideas.\n•Writing is often a list or a series of events\njoined by “and”, showing little variation.\nE.g. “It is big and round and is rily fast\nand brit red.\n•Sentence structures are often speech-like\ne.g. “I writid my name”.\nGAC – Some correctly formed imperatives\n– e.g. “Put a aprun on” or timeless present\ntense statements using ‘we’ or ‘you’.\nPunctuation\n•There is emerging knowledge of correct\nsentence punctuation, i.e. some sentences\nstart with a capital letter or end with a full\nstop.\n•May attempt to use other punctuation if", "• Common words are\ngenerally spelt correctly;\nothers show use of\nphonic strategies.\n• There is an awareness of\nvisual patterns when\nspelling unfamiliar\nwords.\n• Can recall letter strings\nwhen spelling unfamiliar\nwords.\n• Shows an increasing\nawareness of vowel\ndigraphs (including the\nsplit digraph).", "• Handwriting is\nlegible with\nletters correctly\nformed and\noriented.\n• Lower case\nletters are in a\nscript that will\nbe easy to join\nlater. They may\nshow evidence\nof attempts to\njoin." ] ], "row_count": 4, "col_count": 7 }, { "headers": [ "", "National", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Curriculum Level", "", "", "", "", "" ], [ "", "", "", "form.", "appropriate to ask.", "", "" ], [ "Level 2B\n(15 points)\nN.B. Level 2B is the\naverage expectation\nfor the end of Year 2", "", "", "S - A simply structured/organized piece of writing\nrelated to the purpose e.g. letter, list, instructions,\nchronological or non-chronological report.\nS&E – A series of points mainly relevant to the\ngenre in an appropriate order and mainly\nconnected.\nV –\n• Sufficient description and detail is given to\nenable the reader to understand the activity or\nevent.\n• Some simple time adverbials are used to\nstructure chronological writing.\n• Simple adjectives are used “red card,\nmassive wave.”\nF – Begins to have an appreciation of non-fiction\nwriting for different purposes and audiences.", "Sentence Structure\nGAC – Some sentences may ramble and be\nspeech-like with clauses joined by simple\nconnectives to link events e.g. (then we get\nthe guinea pig out and clean the cage”.\nGAC – Verb forms appropriate to the\ngenre are mainly consistent e.g.\nimperatives for instructions, present tense\nfor non-chronological reports etc.\nGAP – A mixture of simple and compound\nsentences may be used.\nGAP – Uses some simple time adverbials\nto structure chronological writing e.g. then,\nnext.\nPunctuation\n• Some sentences are correctly demarcated\nusing both full stops and capital letters.\n• Capital letters are beginning to be used\nfor some proper nouns.\n• If relevant to the task, attempts may be\nmade to use other punctuation\nappropriately and with some accuracy\ne.g. exclamation marks, question marks,\ncommas in a list.", "• There is evidence of\nincreasing knowledge of\nwhole word structures\nand phonic knowledge\nfrom phonetically\nplausible attempts at\nspelling.\n• There is an increasing\nawareness of visual\npatterns and recall of\nletter strings when\nspelling unfamiliar\nwords.", "• Letters are\ncorrectly formed\nand oriented.\n• Handwriting is\nneat and regular\nin size.\n• Ascenders and\ndescenders are\nusually\ndistinguished.\n• There may be\nsome evidence\nof fluency and\ncorrect joining.\n• Upper and lower\ncase letters are\nnot mixed within\nwords." ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Curriculum Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 2A\n(17 points)", "", "", "S – Structure and organization are usually\nmaintained and related to the purpose.\nS&E – Points or events are appropriately linked\nand clearly sequenced.\nV –\n• Where relevant the writer uses descriptive\nphrases to add detail and interest.\n• A range of time adverbials for chronological\nsequencing is used e.g. “First get some blue\ncard; after the birds have laid their eggs they sit\non them.”\n• A variety of action verbs may be used e.g.\n“counted, measured.”\nF- The writing holds the reader’s interest.", "Sentence Structure\nGAC –Spoken language patterns still\ninfluence the writing.\nGAP – Verb forms appropriate to the\ngenre are consistent e.g. imperatives for\ninstructions, present tense for non-\nchronological reports etc.\nGAP – There is an attempt to vary\nsentence types within sustained writing.\nGAP – Connectives ‘and, but, then, so,\nnext’, are used to link clauses to express\nchronological sequence – e.g. “In the\nautumn some birds migrate and then\nseveral months later they come back.”\nGAP – Noun phrases and adverbials may\nbe simple in vocabulary and structure e.g.\n“clean sawdust”.\nGAP – There may be evidence of the use\nof exclamations and questions e.g.\n“Beware, whirlwinds can kill! Did you\nknow that?”\nPunctuation\nUses capital letters and full stops to\ndemarcate most sentences accurately,\nalthough this may slip in pieces of\nsustained writing.\nIf relevant to the task –\n− the use of punctuation of questions and\nexclamations is mostly accurate;\n− the use of commas in a list is mostly\naccurate;\n− the use of capital letters for proper\nnouns is mostly accurate.", "• The spelling of most\ncommon monosyllabic\nwords is accurate.\n• Attempts at longer\npolysyllabic words are\nphonetically plausible.", "• Writing is\nconsistently\nlegible, correctly\nformed and\noriented.\n• Fluency and\ncorrect joining\nof letters is\nincreasingly\nsecure." ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Curriculum Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 3C\n(19 points)\nN.B. Level 2A/3C is\nthe average\nexpectation for the\nend of Year 3", "", "", "S –\n•Writing is organized and simply structured\nincluding an introductory or concluding statement\nalthough it may be simple.\n•The writer is beginning to use the format to\nsupport organization of writing e.g. line breaks or\nparagraphing.\nS&E – Points or events are appropriately linked\nand clearly sequenced or grouped according to\npurpose.\nV –\n• Where relevant, the writer uses descriptive\nphrases to add detail and interest.\n• A range of time adverbials for chronological\nsequencing is used e.g. “First get some blue\ncard” “After the birds have laid their eggs they\nsit on them.”\nF –\n• Features of different forms of writing are used\nappropriately, using a consistent writing style.\n• There is some evidence of writer’s viewpoint if\nappropriate.\n• Detail adds clarity.", "Sentence Structure\nGAC – The grammatical structure of\nsentences is usually correctly although\nspoken language patterns may still\ninfluence the writing.\nGAC – There is consistent use of verb\nforms.\nGAP – There is good use of connectives,\nmoving beyond ‘but’ and ‘and’ which may\ninclude ‘because, so, if’ and ‘after’\nsometimes explaining the relationships\nbetween ideas e,g, “In winter it is dark\nbecause the hours of daylight shorten”.\nGAP – Some sentences include adverbial\nphrases or expanded noun phrases e.g. –\n“Slice with a sharp knife.”\nGAP – Nouns are sometimes modified by\none or more adjectives e.g. “a plant that\nhad cirly bits”.\nPunctuation\n• There is accurate use of full stops and\ncapital letters.\n• If relevant to the task, the use of\nexclamation marks, question marks,\ncommas in lists and capital letters for\nproper nouns is accurate.", "• Common monosyllabic\nwords are spelt correctly.\n• Phonic strategies and\nknowledge of\nconventions and rules are\nused when attempting to\nspell unfamiliar words.", "• Handwriting is\nmainly joined.\n• Letters are even,\nappropriate in\nsize and well\nformed." ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Curriculum Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 3B\n(21 points)\nN.B. Level 3B is the\naverage expectation\nfor the end of Year\n4.", "", "", "S – Writing is organized and simply structured\nand includes an introductory and concluding\nstatement.\nS&E – Points are related to one another, though\nnot necessarily well paced or balanced.\nV –\n•There is some precision and authenticity in\nchoice of words and phrases but some may be\noverused.\n•Nouns are sometimes modified by adjectives and\nverbs by adverbials to create variety, interest and\nprecision.\nF –\n•Some details are included to support the writer’s\npurpose, clarify information, raise interest or if\nappropriate introduce humour. •Evidence of a\nconsistent written style is shown.", "Sentence Structure\nGAC - The grammatical structure of\nsentences is usually correct.\nGAP – There is evidence of some variation\nin sentence structure, for example,\nadverbials in different positions, which\nmay read awkwardly e.g. “With these\nboots you can be the best at football.”\nGAP - Clauses are linked with a wider\nrange of connectives attempting to clarify\nthe relationship between ideas such as\nconnections in time, place and explanation\ne.g. ‘which, so, where’ and ‘because’.\nPunctuation\n• Sentence punctuation is accurately used\nwith appropriate use of capital letters,\nfull stops, exclamation marks and\nquestion marks.\n• There may be some attempts to use\ncommas to demarcate clauses.", "• Common monosyllabic\nand most polysyllabic\nwords are spelt\naccurately.\n• Phonic strategies and\nknowledge of\nconventions and rules are\nused when attempting to\nspell unfamiliar words.", "• Handwriting is\ngenerally joined,\nlegible and\nfluent." ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Curriculum Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 3A\n23 points", "", "", "S - The writing is organized into a clear\nintroduction, middle and appropriate conclusion.\nS&E –\n• There is progression through the main points\nwhich are clearly related.\n• Pace shows some attempt at control, rather than\njumping from one idea to another.\nV –\n• Modal verbs may be used to clarify meaning and\nexpress shades of opinion e.g. would be; might\nwant.\n• Some vocabulary is chosen to add interest or to\nintroduce opinion as appropriate.\nF - •Carefully selected/slanted detail is included\nto support purpose.\n•Some appropriate written conventions are\nemployed to appeal to, direct or inform the reader.", "Sentence Structure\nGAC - The grammatical structure of\nsentences is usually correct.\nGAC – There is secure use of appropriate\nverb forms including modal forms for\npredictions e.g. ’might, could, would,\nshould’.\nGAP -• There is a mixture of simple and\ncompound sentences with clauses joined\nby basic connectives e.g.“and, but, then,\nwhen, so”.\n•There may be evidence of basic\nsubordinating connectives such as\n“because”, “when” and “where” to\nexplain, contrast or clarify relationships in\ntime or place” e.g. “The ice will melt\nbecause the room is warm.”\nGAP - If appropriate, sentence structure\nmay be varied intentionally by the use of\nadverbials in different positions e.g.\n“Carefully slice the onions.” rather than\n“Slice the onions carefully.”\nPunctuation\n• Sentence punctuation is accurately used\nwith appropriate use of capital letters,\nfull stops, exclamation marks and\nquestion marks.\n• There may be some attempts to use\ncommas to demarcate clauses.", "• Common monosyllabic\nand polysyllabic words\nare spelt accurately.\n• Words containing\ncommon prefixes and\nsuffixes are spelt\ncorrectly.\n• Phonic strategies and\nknowledge of\nconventions and rules are\nused when attempting to\nspell unfamiliar words.", "• Handwriting is\ngenerally joined,\nlegible and\nfluent." ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Curriculum Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 4C\n(25 points)\nN.B. Level 3A/4C is\nthe average\nexpectation for the\nend of Year 5.", "", "", "S –\n• The writing is organised with a clear beginning,\nmiddle and ending.\n• The main body of the text is structured and\ncontrolled.\n• Ideas may be grouped into paragraphs.\nS&E –\n• Pace and relationship between ideas is mostly\nmaintained throughout the text.\n• There is some transition between paragraphs\nthough this may be awkward.\nV - Expanded noun phrases add interest and\ndetails and display control.\nF – Features appropriate to the genre are used to\ngood effect, e.g. bullet points, diagrams, the\nimperative voice.", "Sentence Structure\nGAC - The grammatical structure of\nsentences is usually correct.\nGAC - Tenses and pronouns are used\nconsistently and appropriately throughout\nthe text.\nGAP - A range of basic subordinating\nconnectives is used to form complex\nsentences – for example, ‘although, if\nwhen, because’ e.g. “Young children may\nenjoy this game although it is hard to\nplay.”\nGAP - Some sentences include adverbial\nphrases clarifying relationships in time and\nspace, or expanded noun phrases to add\nprecision and detailed description e.g.\n“You see a circular shape with a brown\ncrust sarounding the hole thing.”\nPunctuation\n• Sentence punctuation is now mostly\nsecure.\n• There is some correct use of commas\nwithin sentences to mark phrases or\nclauses.", "• Spellings are mostly\ncorrect.\n• Attempts at longer words\ncontaining unstressed\nvowels or doubled\nconsonants are mostly\ncorrect.", "• Handwriting is\nconsistently\nneat, joined and\nlegible.\n• Ascenders and\ndescenders are in\nproportion and\nare parallel." ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Curriculum Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 4B\n(27 points)\nN.B. Level 4B is the\naverage expectation\nfor the year of Year\n6.", "", "", "S -\n• The writing demonstrates clear text structure\nwith an attempt to balance the length and pace\nof the introduction and middle and to end with\nan effective conclusion.\n• The text is organized into coherent and logical\nparagraphs which adequately cover the subject\nmatter.\nS&E - The transition between paragraphs is\nfluent.\nV - Precise or technical vocabulary is used for\neffect.\nF - Features appropriate to the genre create\ninterest and precision.", "Sentence Structure\nGAC - The grammatical structure of\nsentences is correct.\nGAC - Tenses and pronouns are used\nconsistently and appropriately throughout\nthe text.\nGAP - A range of complex sentences and\nsubordinating connectives are used\nsecurely to extend meaning, to express\nideas more accurately or to clarify\nrelationships in time and place e.g.\n“During Queen Victoria’s reign, there\nwere many technological advances.”\nGAP - Sentences may include adverbials\nor expanded noun phrases selected to\nengage the reader e.g. “Oh, the delicious\nsmell.”\nPunctuation\n• Sentence punctuation is now mostly\nsecure.\n• There is some correct use of commas\nwithin sentences to mark phrases or\nclauses.", "As Level 4C", "As Level 4C" ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Curriculum Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 4A\n(29 points)", "", "", "S -\n•The subject matter is covered in a well-balanced\nway, giving appropriate prominence to the main\nideas.\n•Each paragraph has its own focus.\n•Ideas are developed using relevant detail.\nS&E - Connectives are used intentionally to give\nstructure to the text as a whole.\nV – Precise or technical vocabulary is used for\neffect.\nF – Evidence of the author’s stance is emerging\nthrough the use of linguistic/stylistic and layout\nfeatures appropriate to the genre", "Sentence Structure\nGAC - The grammatical structure of\nsentences is correct.\nGAC - There are attempts at intentional\nvariation and adaptation of verb forms e.g.\na change in tense - “You should do at least\none hour of exercise a day. In no time you\nwill benefit.“\nGAP - There is some evidence of a range\nof sentence types (e.g. use of a short\nsentence) being used confidently to create\neffect. e.g. “Surely this is right.”\nGAP - If appropriate to the task, adverbial\nphrases and expanded noun phrases may\nbe used to convey the writer’s stance e.g.\n“If you really want good, strong, healthy\nteeth, …..”\nPunctuation\n• Sentence punctuation is now mostly\nsecure.\n• There is some correct use of commas\nwithin sentences to mark phrases or\nclauses.", "As Level 4C", "As Level 4C" ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Curriculum Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 5C\n(31 points)", "", "", "S – The writing is well-structured and controlled\nS&E - Transitions between paragraphs create a\nsense of cohesion.\nV - Ambitious and precise vocabulary is used for\neffect.\nF –\n• The writer’s attitude towards the subject is\nmaintained throughout the writing.\n• Layout conventions are consistent with the text\ntype.", "Sentence Structure\nGAC - The grammatical structure of\nsentences is correct.\nGAC - There is intentional variation and\nadaptation of verb forms.\nGAP - The writer displays increasing\ncontrol over the use of a range of sentence\ntypes to achieve different effects.\nGAP - There is a variation in word order\nto give emphasis e.g. “All in all, it’s the\nbest meal.”\nPunctuation\nThere is a range of punctuation, almost\nalways correctly used, which may include,\nfor example, brackets, dashes, colons.", "• Spellings are mostly\ncorrect.\n• Attempts at longer words\ncontaining unstressed\nvowels or doubled\nconsonants are mostly\ncorrect.\n• Words with complex,\nregular patterns are\nusually spelt correctly.", "As Level 4C" ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Curriculum Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 5B\n(33 points)", "", "", "S - Writing is controlled and the style is deliberate\nand maintained.\nS&E – The links between paragraphs create a\nsense of purpose for the reader.\nV – Ambitious and precise vocabulary is used for\neffect in a controlled manner.\nF – The author’s stance is consistent and\ncontrolled e.g. enthusiasm for the subject\nsupported by details.", "Sentence Structure\nGAC - The grammatical structure of\nsentences is correct.\nGAC - There is secure manipulation and\nvariation of verb forms e.g. imperative,\npassive voice, tenses.\nGAP -\n• Longer complex constructions are used\nfor emphasis in combination with short,\nsimple sentences and phrases.\n•Embedded subordinate clauses may be\nused, e.g. “Pour the water, which should\nnow be at boiling point, on the jelly\ncubes.”\nGAP - Word order is varied and\nmanipulated to give emphasis and extend\nmeaning e.g. “That’s where the ice-cream\ncomes in. It cools down your mouth.”\nPunctuation\nThere is a range of punctuation, almost\nalways correctly used, which may include,\nfor example, brackets, dashes, colons.", "As Level 5C", "As Level 4C" ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "EYFS", "", "Communication Language and Literacy - Writing", "Handwriting" ], "rows": [ [ "", "Development", "", "", "" ], [ "", "Matters", "", "", "" ], [ "22- 36 months", "22- 36 months", "", "Distinguish between the different marks they make.", "Begin to show some\ncontrol in their use of tools\nand equipment." ], [ "30-50 months", "", "", "Sometimes give meaning to marks as they draw and paint. (EYFS Profile Scale point 1)\nAscribe meaning to marks that they see in different places. (EYFS Profile Scale point 2)", "Use one handed tools and\nequipment.\nDraw lines and circles\nusing gross motor\nmovements.\nManipulate objects with\nincreasing control." ], [ "40- 60+ months", "", "", "Begin to break the flow of speech into words.\nUse writing as a means of recording and communicating.", "Begin to use anticlockwise\nmovement and retrace\nvertical lines.\nBegin to form recognizable\nletters (EYFS Profile Scale\npoint 2)" ], [ "Early Learning\ngoals", "", "", "Use their phonic knowledge to write simple regular words and make phonetically plausible\nattempts at more complex words. (EYFS Profile Scale point 7)\nAttempt writing for different purposes, using features of different forms such as lists, stories and\ninstructions. (EYFS Profile Scale point 6)\nWrite their own names (EYFS Profile Scale point 4) and other things such as labels, captions,\nand begin to form simple sentences, sometimes using punctuation. (EYFS Profile Scale point 8).", "Use a pencil and hold it\neffectively to form\nrecognizable letters, most\nof which are correctly\nformed (EYFS Profile\nScale point 5)." ] ], "row_count": 6, "col_count": 5 }, { "headers": [ "", "National Curriculum", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Level", "", "", "", "", "" ], [ "Level 1C\n(EYFS Profile Scale\npoint 8)", "", "", "Composition and Effect\n• The writing includes some\nrecognizable letters, groups of letters,\nwords or phrases although it may need\nto be mediated by the child or teacher\nto be understood.\n• The writer shows an awareness of\npurpose using features of different\nforms.\n• There is little or no awareness of\naudience.", "Sentence Structure\n• Groups of letters or simple words are used,\nnot necessarily in a sentence like structure.\n• Pupils produce recognizable letters and\nwords or symbols to convey meaning.\nPunctuation\n• In reading aloud from his/her own work,\nthe pupil shows an awareness of\npunctuation marks.", "• Some CVC words &\nhigh frequency words\nare spelt correctly.\n• Initial letters are\nusually correct.\n• The pupil links some\nsounds to letters.\n• The pupil uses phonic\nknowledge to attempt\nunfamiliar words.", "• Letters are\nusually correctly\nformed.\n• Some\ninconsistency in\nsize and\norientation may\nbe evident.\n• Spaces are left\nbetween words or\nclusters of letters." ], [ "Level 1B\n(EYFS Profile Scale\npoint 9)\nPupil has exceeded and\nis working beyond the\nEarly Learning Goals", "", "", "Composition and Effect\n• Simple statements are used.\n• Some recognizable words communicate\nideas.\n• The writing can generally be understood\nwithout mediation.\n• There may be more adventurous\nvocabulary.\n• Most written points are related directly to\npersonal experience.\n• Begins to form labels. captions and\nsimple sentences.", "Sentence Structure\n• The pupil structures some phrases and\nsimple statements using recognizable\nwords to communicate ideas. There is\nsome control over word order although\nsome parts of the writing may be\nabbreviated or disjointed.\nPunctuation\n• In reading or writing, there is evidence of\nfull stops being used but not necessarily\ncorrectly.", "• The pupil hears, says\nand writes the initial\nand final sounds in\nwords.\n• The pupil is secure in\nhearing, saying and\nwriting short medial\nvowel sounds in words.\n• S/he can:\n− spell CVC words\ncorrectly and some\nhigh frequency words.\n− write own full name.\n− apply phonic\nknowledge to write\nsimple regular words\n& make phonetically\nplausible attempts at\nmore complex words.", "• The correct\nsequence of\nmovements is\nused in forming\nletters.\n• Letters are\nreasonably\nconsistent in size.\n• Spacing between\nwords is mainly\ncorrect." ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National Curriculum", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Level", "", "", "", "", "" ], [ "Level 1A\n(11 points)\nPupil has exceeded the\nEarly Learning Goals", "", "", "S – The writing will have one or more\nideas.\nE&C – Events may not be in order.\nV – There is some evidence of choice of\nappropriate vocabulary.\nF – Begins to introduce characters into\nwriting.", "Sentence Structure\n• There is evidence of simple sentence\nstructures to communicate ideas.\nPunctuation\n• There may be random attempts to use\npunctuation other than full stops.\n• Words may be separated by finger spaces.", "• CVC words are spelt\ncorrectly, others are\nphonetically plausible.\n• The pupil is beginning\nto apply some\nknowledge of\nconsonant clusters at\nthe beginning of words.\n• Shows some\nknowledge of\nconsonant clusters at\nthe end of words.\n• Shows an awareness of\nvowel digraphs.", "• Letters are legible\nand reasonably\nconsistent in size.\n• Letters are mainly\ncorrectly formed\nand oriented.\n• Ascenders and\ndescenders are\nusually\ndistinguished.\n• Spacing between\nwords is mainly\nconsistent." ], [ "Level 2C\n(13 points)", "", "", "S – The writing carries more meaning than\na simple statement. E.g. it is expanded\nwith some brief additional detail “The big\nscary lion”. An opening sentence or title\nis used, but there is usually no ending.\nE&C –\n• There are some connections between\nideas.\n• Events may be linked as a simple\nsequence, mainly in an appropriate\norder.\n• Writing is related to a story, characters\nor events.\nV –\n• Word choice establishes content.\n• Vocabulary is appropriate to the\nsubject matter with some words used\neffectively. (e.g. Bang).\nF – The writing shows characteristics of\nnarrative form but they are not always\nsustained.", "Sentence Structure\nGAC –\n• Uses some simple sentence structures to\nexpress ideas.\n• Writing is often a list or a series of events\njoined by “and”, showing little variation.\nE.g. “I went to the park and I went on the\nswing and I went on the slid and I …”\n• Sentences begin predominantly with\npersonal subject and action verb in the past\ntense. Pronouns or subject nouns may be\nrepeated.\n• Sentence structures are often speech-like\ne.g. ‘I writid my name’.\nPunctuation\n• There is emerging knowledge of correct\nsentence punctuation, i.e. some sentences\nstart with a capital letter or end with a full\nstop.\n• May attempt to use other punctuation if", "• Common words are\ngenerally spelt\ncorrectly; others show\nuse of phonic\nstrategies.\n• There is an awareness\nof visual patterns when\nspelling unfamiliar\nwords.\n• Can recall letter strings\nwhen spelling\nunfamiliar words.\n• Shows an increasing\nawareness of vowel\ndigraphs (including the\nsplit digraph).", "• Handwriting is\nlegible with\nletters correctly\nformed and\noriented.\n• Lower case letters\nare in a script that\nwill be easy to\njoin later. They\nmay show\nevidence of\nattempts to join." ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National Curriculum", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Level", "", "", "", "", "" ], [ "", "", "", "", "appropriate to task.", "", "" ], [ "Level 2B\n(15 points)\nN.B. Level 2B is the\naverage expectation for\nthe end of Year 2", "", "", "S - A simply structured/organized piece of\nwriting related to the purpose e.g. letter,\nstory, list, poem, invitation.\nE&C – There is the beginning of a good\nrelationship between the events/actions\nand the characters.\nV –\n• Sufficient description and detail is\ngiven to engage the reader.\n• Some simple time adverbials are used\nto structure chronological writing.\n• Simple adjectives are used to modify\nnouns, e.g. great time, wild garden.\nF – The pupil demonstrates an\nappreciation of writing for different\naudiences and purposes.", "Sentence Structure\nGAC – Some sentences may ramble and be\nspeech-like with clauses joined by simple\nconnectives to link events e.g. (then she went\nhome and she went to her bedroom.).\nGAP –\n• A mixture of simple and compound\nsentences may be used.\nGAP –\n• Uses some simple time adverbials to\nstructure chronological writing e.g. then,\nnext.\nPunctuation\n• Some sentences are correctly demarcated\nusing both full stops and capital letters.\n• Capital letters are beginning to be used for\nsome proper nouns.\n• If relevant to the task, attempts may be\nmade to use other punctuation\nappropriately and with some accuracy e.g.\nexclamation marks, question marks,\ncommas in a list.", "• There is evidence of\nincreasing knowledge\nof whole word\nstructures and phonic\nknowledge from\nphonetically plausible\nattempts at spelling.\n• There is an increasing\nawareness of visual\npatterns and recall of\nletter strings when\nspelling unfamiliar\nwords.", "• Letters are\ncorrectly formed\nand oriented.\n• Handwriting is\nneat and regular\nin size.\n• Ascenders and\ndescenders are\nusually\ndistinguished.\n• There may be\nsome evidence of\nfluency and\ncorrect joining.\n• Upper and lower\ncase letters are\nnot mixed within\nwords." ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National Curriculum", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 2A\n(17 points)", "", "", "S – Structure and organization are usually\nmaintained and related to the purpose.\nStories have strong openings and there is\nan ending, although it may be simple.\nE&C –\n• Ideas and events are linked.\n• Stories contain more than one\ncharacter.\nV –\n• The use of descriptive phrases add detail\nand interest e.g. “His mum was very, very\ncross”.\n•A range of time adverbials for\nchronological sequencing is used e.g.\n“When we got there…, first, on\nThursday.”\n•A variety of action verbs may be used e.g.\nlooked, walked.\nF –\n•The writing holds the reader’s interest.\n•Dialogue may be used to move the story\non if appropriate.", "Sentence Structure\nGAC –Spoken language patterns still\ninfluence the writing.\nGAP – There is an attempt to vary sentence\ntypes within sustained writing.\nGAP – Connectives ‘and, but, then, so next’\nare used to link clauses to express\nchronological sequence e.g. (He got off the\nbus and then went ….)\nGAP – Noun phrases and adverbials may be\nsimple in vocabulary and structure e.g.\n“naughty friend.”\nGAP – There may be evidence of the use of\nexclamations and questions e.g. “…. when\nCRASH! The lion banged into a tree.”\nPunctuation\n•Uses capital letters and full stops to\ndemarcate most sentences accurately, although\nthis may slip in pieces of sustained writing.\n•If relevant to the task –\n− the use of punctuation of questions and\nexclamations is mostly accurate;\n− the use of commas in a list is mostly\naccurate;\n− the use of capital letters for proper nouns is\nmostly accurate.", "• The spelling of most\ncommon monosyllabic\nwords is accurate.\n• Attempts at longer\npolysyllabic words are\nphonetically plausible.", "• Writing is\nconsistently\nlegible, correctly\nformed and\noriented.\n• Fluency and\ncorrect joining of\nletters is\nincreasingly\nsecure." ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National Curriculum", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 3C\n(19 points)\nN.B. Level 2A/3C is the\naverage expectation for\nthe end of Year 3", "", "", "S - •Writing is organized and imaginative\nwith a beginning, middle and an attempt to\nend the text appropriately.\n•Structure and sequence may be supported\nby line breaks or paragraphing.\nE&C –\n•There are two or more events,\nchronologically sequenced and showing\nrelationship to one another.\n•There is at least one main character, with\nprecision in description.\nV –\n•Where relevant, the writer uses\ndescriptive phrases to add detail and\ninterest.\n•A range of time adverbials for\nchronological sequencing is used e.g.\n“When we got there …. first, on\nThursday.”\nF –\n•Features of different forms of writing are\nused appropriately, using a consistent\nwriting style.\n•There may be attempts to create interest,\nhumour or suspense.\n•There may be some evidence of narrator’s\nviewpoint if relevant.", "Sentence Structure\nGAC – The grammatical structure of\nsentences is usually correctly although spoken\nlanguage patterns may still influence the\nwriting.\nGAC – There is consistent use of verb forms.\nGAP – There is good use of connectives,\nmoving beyond ‘but’ and ‘and’ which may\ninclude ‘because, so if’ and ‘after’ sometimes\nexplaining the relationships between ideas e,g,\nHe was feeling happy so he skipped outside to\nplay.\nGAP – Some sentences include adverbial\nphrases or expanded noun phrases e.g. – “He\nburst into the room suddenly.”\nGAP – Nouns are sometimes modified by one\nor more adjectives e.g. a loud wailing sound.\nPunctuation\n•There is accurate use of full stops and capital\nletters.\n•If relevant to the task, the use of exclamation\nmarks, question marks, commas in lists and\ncapital letters for proper nouns is accurate.\n•Use of speech marks may lack accuracy.", "• Common monosyllabic\nwords are spelt\ncorrectly.\n• Phonic strategies and\nknowledge of\nconventions and rules\nare used when\nattempting to spell\nunfamiliar words.", "• Handwriting is\nmainly joined.\n• Letters are even,\nappropriate in\nsize and well\nformed." ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National Curriculum", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 3B\n(21 points)\nN.B. Level 3B is the\naverage expectation for\nthe end of Year 4.", "", "", "S - The events are organised into a clear\nbeginning, middle and appropriate end.\nE&C –\n• Events are related to one another, though\nnot necessarily well paced.\n•Characters and events are conveyed\nthrough description, dialogue and precise\nvocabulary choices.\nV - Nouns are sometimes modified by\nadjectives and verbs by adverbials to\ncreate variety, interest and precision.\nF - •Simple imagery is used to create\ninterest and to make the writing more\nstimulating e.g. the lake was shimmering.\n•Can write in a lively way for a variety of\naudiences.\n•May use some humour and suspense to\ncreate interest.\n•Evidence of a consistent written style is\nshown.", "Sentence Structure\nGAC - The grammatical structure of sentences\nis usually correct.\nGAC - The past tense is used for narration and\nthe transition to the appropriate tense is used\nfor direct speech.\nGAP - There is evidence of some variation in\nsentence structure, for example, adverbials in\ndifferent positions which may read\nawkwardly. E.g. “By a milesecond, she came\n1st in the race”.\nGAP - Clauses are linked with a wider range\nof connectives attempting to clarify the\nrelationship between ideas – e.g. connections\nin time, place and explanation e.g. ‘which’;\n‘so’; ‘where’; and ‘because’.\nPunctuation\n•Sentence punctuation is accurately used with\nappropriate use of capital letters, full stops,\nexclamation marks and question marks.\n•There may be some attempts to use commas\nto demarcate clauses.\n•Use of speech marks may still be insecure.", "• Common monosyllabic\nand most polysyllabic\nwords are spelt\naccurately.\n• Phonic strategies and\nknowledge of\nconventions and rules\nare used when\nattempting to spell\nunfamiliar words.", "• Handwriting is\ngenerally joined,\nlegible and fluent." ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National Curriculum", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 3A\n23 points", "", "", "S - The writing demonstrates clear story\nstructure, with an attempt to balance the\nlength and pace of the beginning and\nmiddle and to end with an effective\nconclusion.\nE&C –\n• Events are clearly related and pace\nshows some attempt at control, rather\nthan jumping from one idea to another.\n• Main settings and characters are created\nwith more detailed description e.g.\nappearance, behaviour, feelings,\nmotives.\n• There is interaction between them,\nincluding dialogue.\nV –\n• Modal verbs may be used to clarify\nmeaning and express shades of opinion\ne.g. would be; might want.\n•Some vocabulary is chosen to add interest\nor to introduce opinion as appropriate.\nF -\n•Interest, humour and suspense are\ncombined to create vivid pictures.\n•There may be some evidence of simple\nsimiles and metaphors e.g. the glass lake.", "Sentence Structure\nGAC - The grammatical structure of sentences\nis usually correct.\nGAC – There is secure use of appropriate verb\nforms and tenses.\nGAP - •There is a mixture of simple and\ncompound sentences with clauses joined by\nbasic connectives e.g.“and, but, then, when,\nso”.\n•There may be evidence of basic\nsubordinating connectives such as “because”,\n“when” and “where” to explain, contrast or\nclarify relationships in time or place” e.g.\n“When it started to rain, he ran inside.”\nGAP - If appropriate, sentence structure may\nbe varied intentionally by the use of adverbials\nin different positions e.g. “Suddenly he burst\ninto the room”.\nPunctuation\n•Sentence punctuation is accurately used with\nappropriate use of capital letters, full stops,\nexclamation marks and question marks.\n•There may be some attempts to use commas\nto demarcate clauses.\n•Use of speech marks may still be insecure.", "• Common monosyllabic\nand polysyllabic words\nare spelt accurately.\n• Words containing\ncommon prefixes and\nsuffixes are spelt\ncorrectly.\n• Phonic strategies and\nknowledge of\nconventions and rules\nare used when\nattempting to spell\nunfamiliar words.", "• Handwriting is\ngenerally joined,\nlegible and fluent." ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National Curriculum", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 4C\n(25 points)\nN.B. Level 3A/4C is the\naverage expectation for\nthe end of Year 5.", "", "", "S –\n•The writing is organised with a clear\nbeginning, middle and ending.\n•The main body of the text is structured\nand controlled.\n•Ideas may be grouped into paragraphs.\nE&C -\n• Language is used effectively to inform\nthe reader’s understanding of a character\nor event.\n• An attitude towards the characters is\nevident.\n• Transition between paragraphs may be\nawkward.\nV - Expanded noun phrases add interest\nand detail in description, characterisation\nor events and display control.\nF - Language features are used to good\neffect, e.g. similes and metaphors", "Sentence Structure\nGAC - The grammatical structure of\nsentences is usually correct.\nGAC - Tenses and pronouns are used\nconsistently and appropriately throughout the\ntext.\nGAP - A range of basic subordinating\nconnectives is used to form complex sentences\n– for example, ‘although, if when, because’\ne.g. “When the race was over, she was\nexhausted.”\nGAP - Some sentences include adverbial\nphrases clarifying relationships in time and\nspace, or expanded noun phrases to add\nprecision and detailed description e.g. “Just as\nshe said that, a shimmering ghostly figure\nappeared in the doorway.”\nPunctuation\n•Sentence punctuation is now mostly secure.\n•If relevant to the task, the use of speech\nmarks is mostly accurate with some correct\nuse of commas within sentences to mark\nphrases or clauses.", "• Spellings are mostly\ncorrect.\n• Attempts at longer\nwords containing\nunstressed vowels or\ndoubled consonants are\nmostly correct.", "• Handwriting is\nconsistently neat,\njoined and\nlegible.\n• Ascenders and\ndescenders are in\nproportion and\nare parallel." ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National Curriculum", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 4B\n(27 points)\nN.B. Level 4B is the\naverage expectation for\nthe year of Year 6.", "", "", "S -\n•Shifts in time and place help to shape the\nstory (e.g. “Meanwhile back at the\nranch….”)\n•Continuous references link through the\nwhole text (Breeshey, she, her friend).\nE&C –\n• Links are made between events to build\nup contextual detail e.g.” She was tired\nbecause she’d been woken up earlier than\nusual by her baby brother.”\n•Interactions between characters are\neffective in moving the plot forward.\nV - Imaginative detail and precise\nvocabulary is used for effect.\nF - Creation of moods and feelings\nengage the reader.", "Sentence Structure\nGAC - The grammatical structure of\nsentences is correct.\nGAC - Tenses and pronouns are used\nconsistently and appropriately throughout the\ntext.\nGAP - A range of complex sentences and\nsubordinating connectives are used securely to\nextend meaning, to express ideas more\naccurately or to clarify relationships in time\nand place e.g. “Even though he was\nfrightened, he crept into the cave.”\nGAP - Sentences may include adverbials or\nexpanded noun phrases selected to engage the\nreader e.g. “The wind howled like a wolf.”\nPunctuation\n•Sentence punctuation is now mostly secure.\n•If relevant to the task, the use of speech\nmarks is mostly accurate with some correct\nuse of commas within sentences to mark\nphrases or clauses.", "As Level 4C", "As Level 4C" ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National Curriculum", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 4A\n(29 points)", "", "", "S -\n•There may be some experimentation with\ndifferent narrative techniques, e.g.\nOpening with action rather than\ndescription.\n•There may paragraphs which contrast\nmood, shift time or change location.\nE&C –\n• Characters’ actions are linked to key\nevents.\n•Characterisation is evident through direct\nor reported speech.\nV - Imaginative detail and precise\nvocabulary is used for effect.\nF - There is some use of stylistic devices,\ne.g. Simile, metaphor, alliteration,\npersonification.", "Sentence Structure\nGAC - The grammatical structure of\nsentences is correct.\nGAC - There are attempts at intentional\nvariation and adaptation of verb forms e.g. a\nchange in tense “Thoughts were rushing\nthrough her head like, “ tired got to keep\ngoing” “\nGAP - There is some evidence of a range of\nsentence types (for example, use of a short\nsentence) being used confidently to create\neffect. e.g. “Leanne froze.”\nGAP - If appropriate to the task, adverbial\nphrases and expanded noun phrases may be\nused to convey the writer’s point of view e.g.\n“To my surprise, …….”\nPunctuation\n•Sentence punctuation is now mostly secure.\n•If relevant to the task, the use of speech\nmarks is mostly accurate with some correct\nuse of commas within sentences to mark\nphrases or clauses.", "As Level 4C", "As Level 4C" ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National Curriculum", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 5C\n(31 points)", "", "", "S - •Direct and reported speech may be\nused to move the story forward.\n•The writing is well structured and\ncontrolled and the style is deliberate and\nmaintained.\nE&C - Characterisation is sustained\nthrough use of a range of stylistic devices.\nV - Ambitious and precise vocabulary is\nused for effect.\nF - The writing style is deliberate and\nmaintained.", "Sentence Structure\nGAC - The grammatical structure of\nsentences is correct.\nGAC - There is intentional variation and\nadaptation of verb forms.\nGAP - The writer displays increasing control\nover the use of a range of sentence types to\nachieve different effects.\nGAP - There is a variation in word order to\ngive emphasis e.g. “Without pausing for\nbreath, she carried on shouting.”\nPunctuation\nThere is a range of punctuation, almost always\ncorrectly used, which may include, for\nexample, brackets, dashes, colons, ellipsis.", "• Spellings are mostly\ncorrect.\n• Attempts at longer\nwords containing\nunstressed vowels or\ndoubled consonants are\nmostly correct.\n• Words with complex,\nregular patterns are\nusually spelt correctly.", "As Level 4C" ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National Curriculum", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 5B\n(33 points)", "", "", "S - Writing is controlled and the style is\ndeliberate and maintained.\nE&C - Writing shows control of narrative\nby commenting on the action or indicating\nthe thoughts and feelings of characters.\nV - Vocabulary is used precisely and in a\ncontrolled well chosen manner.\nF - Points of view and a narrative voice are\ndeveloped through, for example, asides to\nthe reader, comments on actions,\nindication of a character’s thoughts or\nfeelings, encouraging empathy for a\ncharacter.", "Sentence Structure\nGAC - The grammatical structure of\nsentences is correct.\nGAC - There is secure manipulation and\nvariation of verb forms e.g. imperative,\npassive voice, tenses.\nGAP - Longer complex constructions are\nused for emphasis in combination with short,\nsimple sentences and phrases. Embedded\nsubordinate clauses may be used. E.g. “The\nrescue team, shovelling snow as fast as\npossible, worked through the night.”\nGAP - Word order is varied and manipulated\nto give emphasis and extend meaning e.g.\n“Never again would she go to the forest on\nher own.”\nPunctuation\nThere is a range of punctuation, almost always\ncorrectly used, which may include, for\nexample, brackets, dashes, colons, ellipsis.", "As Level 5C", "As Level 4C" ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "", "National Curriculum", "", "Composition and Effect", "Sentence Structure and Punctuation", "Spelling", "Handwriting" ], "rows": [ [ "", "Level", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "Level 5A\n(35 points)", "", "", "S - Detail and sequence are confidently\nmanaged to sustain the reader’s interest\ne.g. through an atmosphere of fear and\ntension, the relationship between\ncharacters, or the withholding of\ninformation to build suspense.\nE&C –\n•Characterisation and relationships are\nconnected to key events in the narrative.\n•Characters may change as a result of what\nhappens to them in the story.\nV-\n•Aspects of character are conveyed by the\nuse of direct or reported speech.\n•Vocabulary is chosen purposefully.\n•Experimentation with word order and\nchoice to create powerful effects may be\nevident.\nF - Stylistic devices are manipulated to\nsupport purpose and engage the reader,\ne.g. alliteration, figurative language,\nrhetorical devices.", "Sentence Structure\nGAC - The grammatical structure of sentences\nis correct.\nGAC - There is secure manipulation and\nvariation of verb forms e.g. imperative,\npassive voice, tenses.\nGAP – Length and focus of sentences are\nvaried to express subtleties in meaning and\nfocus on key ideas. Word order may be\nmanipulated for emphasis e.g. “Head lowered,\nshe turned hesitantly towards the harbour.“\nSentences may include embedded subordinate\nclauses for economy of expression.\nGAP – Word order and sentence construction\nare orchestrated skilfully to influence the\nreaction of the reader.\nPunctuation\nThere is a range of punctuation, almost always\ncorrectly used, which may include, for\nexample, brackets, dashes, colons, ellipsis.", "As Level 5C", "As Level 4C" ] ], "row_count": 3, "col_count": 7 }, { "headers": [ "NC AT1\nPNS Strand: Using and Applying Mathematics", "", "", "" ], "rows": [ [ "", "Problem Solving", "Communicating", "Reasoning\nSuggested vocabulary for each year can\nbe found here\n​" ], [ "1b", "Engages with practical mathematical\nactivities involving sorting, counting and\nmeasuring by direct comparison.", "Represents their work with\nobjects or pictures.", "Draws simple conclusions from their\nwork, e.g. with support describe the\ndifferent ways they have sorted objects,\nwhat is the same about objects in a set,\nhow are sets different." ], [ "1a", "Begins to understand the relevance of\nmathematical ideas to everyday situations\nby using them in role play.", "Represents their work with\nobjects or pictures.\nDiscusses their work with\nsupport", "Explains numbers and calculations, how\nmany altogether, how many used or\nhidden, how many left, how many each,\netc.\nRecognises and uses a simple pattern or\nrelationship. e.g. with support- copy and\ncontinue a simple pattern of objects,\nshapes or numbers." ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "5c", "Identify and obtain necessary\ninformation to carry through a task\nand solve mathematical problems.\nIdentify and obtain necessary\ninformation to carry through a\ntask and solve mathematical\nproblems.", "Show understanding of situations\nby describing them\nmathematically using symbols,\nwords and diagrams.\nOrganise their work from the\noutset, looking for ways to\nrecord systematically.", "Draw simple conclusions of their own\nand give an explanation of their\nreasoning such as explain and justify\ntheir methods and solution." ], "rows": [ [ "5b", "Break a several-step problem or\ninvestigation into simpler steps.\nConsider efficient methods, relating\nproblems to previous experiences.", "Decide how best to represent\nconclusions, using appropriate\nrecording.", "Identify more complex patterns, making\ngeneralisations in words and begin to\nexpress generalisations using symbolic\nnotation." ], [ "5a", "Check results, considering whether\nthese are reasonable.\nCheck as they work, spotting and\ncorrecting errors and reviewing\nmethods.\nSolve word problems and investigations\nfrom a range of contexts.", "Begin to understand and use\nformulae and symbols to\nrepresent problems.", "Use examples and counter-examples to\njustify conclusions." ], [ "6c", "I can solve problems by breaking complex calculations into simpler steps;\nI can generate sequences and describe the general term\nI can use letters and symbols to represent unknown numbers or variables;\nI can represent simple relationships as graphs\nI can use step-by-step deductions to solve problems involving shapes", "", "" ], [ "6b", "I can choose and use operations and calculation strategies appropriate to the numbers and context;\nI can try alternative approaches to overcome difficulties, present, interpret and compare solutions", "", "" ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "1a", "I can read all my numbers to 30\nI can write (in figures) all my numbers to 30\nI can order numbers from 1 to 30\nI can count on and back in ones from numbers between 0 and 30\nI can partition any number up to 20 into 10s and units\nI can tell which of any two numbers is the larger or the smaller (up to 30)\nI can work out a missing number from a simple sequence of numbers up to 30\nI can say the number that is one more than a given number up to 30.\nI can say the number that is one less than a given number up to 30." ], "rows": [ [ "2c", "I can read all numbers to 100.\nI can write all numbers to 100 (figures and words)\nI can partition any number up to 100 into 10s and units\nI know which is the largest or smallest number in any given group up to 100.\nI can count on in 10s from any given multiple of 10, less than 100.\nI can count back in 10s from any given multiple of 10, less than 100.\nI can count on in 5s from any given multiple of 5, less than 100.\nI can count back in 5s from any given multiple of 10, less than 100.\nI understand that 0 can be a place holder" ], [ "2b", "I can put numbers in order up to 100\nI can say the number that is 10 more or 10 less than a given number up to 100.\nI can count on in 2s from any given number, less than 100.\nI can count back in 2s from any given number, less than 100.\nI can recognise odd and even numbers\nI can use < & > correctly" ], [ "2a", "I can read all multiples of 50 and 100 to 1000\nI can write all multiples of 50 and 100 to 1000\nI can order all multiples of 50 and 100 to 1000\nI can partition a number into hundreds, tens & units\nI can count on from any given number in 2s, 5s and 10s\nI can count back from any given number to 0 in 2s, 5s and 10s." ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "3c", "I can read all numbers to 1,000\nI can write all numbers to 1,000 (figures and words)\nI can order all numbers to 1,000\nI can round any 2 digit number to the nearest 10\nI can write amounts of money as £ or p\nI can recognise negative numbers on a number line or a temperature scale" ], "rows": [ [ "3b", "I can read all numbers to 10,000\nI can write all numbers to 10,000.\nI can order all numbers to 10,000\nI can round any 3 digit number to the nearest 10\nI can round to the nearest 100\nI can use decimal notation for tenths\nI can order negative and positive numbers." ], [ "3a", "I can read all numbers to 100,000\nI can write all numbers to 100,000 (figures and words)\nI can order all numbers to 100,000\nI can round to the nearest 1000\nI can use decimal notation for tenths and hundredths when I am talking about money\nI can use decimal notation for tenths and hundredths when I am talking about measures\nI can order negative numbers on a number line or a temperature scale\nI can find the difference between temperatures on a scale that goes down to -10°C" ], [ "4c", "I can read all numbers to 1,000,000.\nI can write all numbers to 1,000,000 (figures and words)\nI can order all numbers to 1,000,000.\nI can use decimal notation for tenths and hundredths and know what each digit represents\nI can multiply and divide any whole number by 10 or 100\nI can round decimal numbers to whole numbers\nI can work out the difference between a negative and positive temperature on a scale or number line" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "4b", "I can read any number\nI can write any number in words or figures\nI can order a group of any numbers\nI know what each digit represents in any given number\nI can use decimal notation for tenths, hundredths and thousandths and know what each digit represents\nI can multiply and divide any whole number by 10, 100 or 1000\nI can multiply and divide decimals by 10" ], "rows": [ [ "4a", "I can multiply and divide decimals by 100\nI can find differences between sets of negative numbers or a negative number and a positive number\nI can understand and identify SIMPLE equivalent fractions, decimals and percentages. e.g. ½ ¼ tenths etc…" ], [ "5c", "I can round to one decimal place.\nI can order decimals up to 1 decimal place.\nI can multiply decimals by 10 or 100 mentally\nI can divide decimals by 10 or 100 mentally\nI can multiply whole numbers by 1000 mentally\nI can divide whole numbers by 1000 mentally\nI can solve simple problems which involve negative and positive numbers using a numberline\nI can convert decimals (tenths and hundredths) into fractions. e.g. 0.75 = 3/4" ], [ "5b", "I can round to two decimal places.\nI can order decimals up to 2 decimal places.\nI can multiply decimals by 10 or 100 or 1000 mentally\nI can divide decimals by 10 or 100 or 1000 mentally\nI can add and subtract positive and negative numbers in context\nI can convert fractions (any factor of 10 or 100) into tenths, hundredths and express them as decimals or\npercentages.\nI can order fractions with different denominators." ], [ "5a", "I can round decimals up to three decimal places.\nI can order decimals up to 3 decimal places.\nI can multiply any whole number by any power of 10 understanding how this relates to multiplying and dividing" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "", "by 10, 100 and 1000.\nI can order a mixture of fractions and decimals\nI can begin to understand and identify equivalent fractions, decimals and percentages." ], "rows": [ [ "6c", "I can find the common factors of numbers\nI can find the common multiples of numbers\nI can recognise prime numbers and understand why they are prime\nI can multiply decimals and whole numbers by powers of 10." ], [ "6b", "I can find the highest common factor (HCF) for pairs of numbers\nI can find the lowest common multiple (LCM) for pairs of numbers\nI can divide decimals and whole numbers by powers of 10.\nI can convert between most fractions decimals and percentages through short division eg ⅜=0.375." ], [ "6a", "I can write a number as the product of its prime factors\nI can use the equivalence of fractions, decimals and percentages to compare proportions eg ⅜, 0.63 & 28%." ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "NC AT2\nPNS Strand: Knowing and Using Number Facts", "" ], "rows": [ [ "1c", "I can count 10 objects and get it right every time." ], [ "1b", "I can count 20 objects and get it right every time." ], [ "1a", "I can count 30 objects and get it right every time.\nI can show that I can add two small numbers in my head, without counting on\nI know off by heart the addition doubles up to 5 + 5" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "2c", "I know by heart all the addition facts for each number to 10\nI know by heart all the subtraction facts for each number to 10\nI know by heart all pairs of numbers with a total of 10." ], "rows": [ [ "2b", "I know by heart all pairs of numbers with a total of 20." ], [ "2a", "I know by heart all pairs of multiples of 10 with a total of 100\nI can recognise ‘near doubles’\nI know by heart my 2x multiplication tables\nI know by heart my 10x multiplication tables\nI know by heart my 5x multiplication tables" ], [ "3c", "I know by heart all the addition facts for each number to 20\nI know by heart all the subtraction facts for each number to 20\nI can double numbers ending in 0 up to 100.\nI can halve numbers ending in 0 up to 100.\nI can add 9 or 11, 19 or 21 to any two digit number without crossing 100\nI know by heart my 3x multiplication tables\nI know by heart my 4x multiplication tables\nI know division facts for numbers in the 2X table.\nI know division facts for numbers in the 10X table.\nI know division facts for numbers in the 5X table.\nI can recognise and name these fractions:½ and 1/4\nI know all pairs of multiples of 100 that make 1000" ], [ "3b", "I can work out pairs of multiples of 5 which add up to 100\nI can add and subtract a near multiple of 10 to any two-digit number by adding and adjusting\nI know by heart my 6x multiplication tables\nI know by heart my 9x multiplication tables\nI know by heart my 11x multiplication tables\nI know division facts for numbers in the 3X table." ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "4b", "I know division facts for numbers in the 12X table.\nI can work out squares of multiples of 10 up to 100\nI can calculate how many more to add to a 2 digit number with 1 decimal place to make the next number ending\nin 0. (i.e. 27.3 + 2.7 = 30)" ], "rows": [ [ "4a", "I can work out doubles of even 2 digit numbers with 1 decimal place. e.g. 22.4\nI can work out halves of even 2 digit numbers with 1 decimal place. e.g. 22.4\nI can calculate how many more to add to a 2 digit number with 2 decimal places to make the next number\nending in 0. (i.e. 27.25 + 2.75 = 30)" ], [ "5c", "I can work out doubles of any 2 digit number with 1 decimal place. e.g. 23.4\nI can work out halves of any 2 digit number with 1 decimal place. e.g. 23.4\nI can use my tables and my knowledge of doubling and halving to work out calculations such as 16 x a number\n(double the 8x)\nI can calculate how many more to add to a 2 digit number with 3 decimal places to make the next number\nending in 0. (i.e. 27.252 + 2.748 = 30)" ], [ "5b", "I can use my tables and my knowledge of doubling and halving to work out calculations such as 32x a number\n(double the 8x twice)\nI can use combinations of known facts to work out a range of other table facts." ], [ "5a", "I can confidently select and use a variety of strategies to help me calculate mentally\nI can extend methods of calculations to include decimals, fractions and percentages." ], [ "6c", "I know the squares of the numbers from 12 to 152 and the corresponding square roots" ], [ "6b", "I know the cubes of 1, 2, 3, 4, 5 and 10 and the corresponding cube roots" ], [ "6a", "I can recognise and use multiples, factors, divisors, common factors, highest common factors and lowest\ncommon multiples in simple cases" ] ], "row_count": 7, "col_count": 2 }, { "headers": [ "NC AT2\nPNS Strand: Calculating (Italics represent algebra)\n​", "" ], "rows": [ [ "1c", "I can use the word altogether when I put two sets of objects together and know what it means.\nI can use a numberline to add two sets of objects to 10\nI can use a numberline to take away two sets of objects to 10" ], [ "1b", "I can use words like plus, how many more, altogether, difference, less, fewer and take away and know what\nthey mean.\nI can use a numberline to add three sets of objects to 10\nI can use a numberline to take away three sets of objects to 10" ], [ "1a", "I can work out ‘how many more’ I need to add to a number to make another (up to 20) using a number line or\napparatus.\nI can add a single digit number to a two digit number with a total less than 30 using a number line or apparatus.\nI can subtract a single digit number from a two digit number less than 30 without crossing the 10’s boundary\nusing a number line or apparatus.\nI can work out ‘how many I need to take away’ from a number to leave me with a given number using a number\nline or apparatus.\nI can use the symbols +, - & =" ], [ "2c", "I can add two 2 digit numbers that total 30 or less using a number line or apparatus.\nI can subtract two 2 digit numbers up to 30 or less using a number line or apparatus.\nI can add three single digit numbers using a number line or apparatus.\nI can find half of a number of objects by sharing equally." ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "2b", "I know that subtraction is the opposite of addition.\nI know that the addition of two numbers can be done in any order but the subtraction of one number from\nanother cannot be done in any order.\nI understand that I can add up in any order but cannot take away in any order.\nI can add two 2 digit numbers sometimes without apparatus.\nI can subtract a number between 0 & 9 from a 2 digit number (without bridging 10s) and without using\napparatus.\nI can subtract a 2 digit number from a larger 2 digit number with the help of apparatus, a grid or a numberline.\nI can use partitioning to help me to add two 2 digit numbers\nI can find half or a quarter of any number (within 20) that is divisible by 2 or 4" ], "rows": [ [ "2a", "I know that subtraction is the opposite of addition and I can record it in a number sentence\nI can use partitioning to help me to add two 2 digit numbers that need to bridge 10s\nI can subtract a teens number from a 2 digit number without crossing the 10s boundary\nI know that x sign is multiplication\nI know that multiplication is the same as repeated addition\nI can share between 2, 3, 5 & 10\nI know that ÷ sign is division." ], [ "3c", "I can use jottings to help me work out and record adding 2 numbers HTU ± TU or HTU ± HTU.\nI can use jottings to help me work out and record subtracting 2 numbers HTU ± TU or HTU ± HTU." ], [ "3b", "I can use an informal method to help me partition, exchange 10s and subtract\nI can add and subtract a near multiple of 10 to any two-digit number by adding and adjusting\nI can write my calculations down in columns to help me add 2 numbers HTU + HTU\nI can write my calculations down in columns to help me subtract 2 numbers HTU - TU without exchange\nI know that division is just like repeated subtraction\nI know that division is like sharing\nI know and understand why division problems often have remainders\nI know that division is the inverse of multiplication\nI can multiply TU X U by multiplying the 10s digit first" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "NC AT3\nPNS Strand: Understanding Shape", "" ], "rows": [ [ "1c", "I can name a circle, triangle and square\nI can compare the size of two shapes\nI can understand and use words like; above and under." ], [ "1b", "I can name a rectangle.\nI can compare the size of up to three shapes.\nI can understand words such as in front of, behind, beside, opposite and between" ], [ "1a", "I can understand and confidently use words like; in front of, behind, opposite and between.\nI can make a whole turn" ], [ "2c", "I can name cubes and cuboids, spheres, cones and cylinders\nI can use words like faces and corners to sort 2D shapes.\nI can work out where a line of symmetry is in a simple shape.\nI can understand and use words like; higher/lower than, next to, below.\nI can make whole and a half turn." ], [ "2b", "I can recognise and name all common 2d shapes.\nI can describe and sort all common 2d shapes.\nI can recognise and name all common 3d shapes.\nI can use words like curved, triangular and rectangular to describe the faces of 3D shapes\nI can understand and use words like; further away from, on the edge of, at the corner of.\nI know what a right angle looks like." ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "2a", "I can describe and sort 2d shapes.\nI can describe and sort 3d shapes\nI can identify a shape by asking questions\nI can describe routes as three squares/steps along, two squares down, left and right and so on.\nI understand the words clockwise and anticlockwise.\nI can make a quarter turn." ], "rows": [ [ "3c", "I can find the position of a square on a grid with the rows and columns labelled.\nI can identify the four compass directions.\nI can recognise and name solids\nI can describe and sort solids including prisms, hemispheres, semicircles." ], [ "3b", "I can recognise and draw lines of symmetry in simple shapes\nI can recognise right angles in 2D shapes\nI can name quadrilaterals.\nI know that a straight line is equivalent to 2 right angles\nI can describe some 2D shapes according to number of right angles, symmetry, regularity etc.\nI can describe some 3D shapes according to number of right angles, symmetry, regularity etc." ], [ "3a", "I can classify some 2D shapes according to number of right angles, symmetry, regularity etc.\nI can can identify and name quadrilaterals.\nI can name acute, obtuse and reflex angles.\nI can classify some 3D shapes according to number of right angles, symmetry, regularity etc." ], [ "4c", "I can use words such as faces, edges and vertices in 3D shapes\nI know that a whole turn is 360°\nI can recognise position and direction\nI can sketch the reflection of a simple shape in a mirror line\nI can read and plot co-ordinates in the first quadrant" ], [ "4b", "I can use words such as parallel, perpendicular, bisect, diagonals etc. to classify 2D shapes\nI can classify triangles according to their properties\nI can use a protractor to measure angles to within 5 degree" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "4a", "I can classify quadrilaterals according to their properties\nI can use a protractor to measure and draw angles to within 5 degrees\nI know that the sum of the angles in a triangle is 180°\nI can recognise where a shape will be after reflection in a mirror line parallel to one side\nI can identify different nets for closed cubes and cuboids" ], "rows": [ [ "5c", "I can say how many lines and axes of symmetry a 2D shape has and I can draw these on the shape.\nI can use a protractor to measure angles to the nearest degree\nI can calculate angles in a triangle.\nI can calculate angles around a point\nI can calculate angles on a straight line\nI can read and plot co-ordinates in all four quadrants\nI can recognise where a shape will be after reflection in a mirror line touching the shape at a point\nI can identify different nets for an open and closed cubes and cuboids\nI can draw the net of a cube and a cuboid\nI know the geometrical properties of simple 2D shapes\nI know the geometrical properties of simple 3D shapes e.g. parallel or perpendicular faces or edges\nI can find the area of a rectangle by using the formula A = L x W\nI can understand the difference between area and perimeter" ], [ "5b", "I can recognise where a shape will be after reflection in two mirror lines at right angles (sides of shape all\nparallel or perpendicular to the mirror line)\nI can draw the net of a 3D model such as a square-based pyramid, triangular prism and tetrahedron.\nI can make 3D models from nets\nI can recognise the order of rotational symmetry in simple contexts\nI can draw angles to the nearest degree" ], [ "5a", "I can draw 3D shapes on an isometric grid\nI can draw triangles from given information\nI can rotate 2D shapes about the centre of rotation\nI can translate 2D shapes\nI can recognise where a shape will be after two transformations\nI can tessellate 2D shapes" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "", "I can draw the nets of more complex 3D models such as a pentagonal prism and hexagonal pyramid." ], "rows": [ [ "6c", "I can recognise alternate and corresponding angles\nI can draw circles using compasses\nI know the geometrical properties of quadrilaterals using mathematical symbols and words such as\nperpendicular, rotational symmetry etc\nI can find the area of a triangle using the formula (BxH)÷2\nI can find the area of a parallelogram using the formula BXH\nI can find the surface area and volume of a cuboid\nI can solve problems using the angle properties of intersecting and parallel straight lines" ], [ "6b", "I can calculate angles in a quadrilateral\nI can find the interior angles of polygons\nI can solve problems using the angle properties of interesting and parallel straight lines\nI can enlarge a shape by a positive scale factor\nI can find the area of a trapezium using the formula (A+B)÷2 X H\nI can transform 2D shapes by a combination of reflections, rotations or translations\nI can solve problems using the geometrical properties of triangles and quadrilaterals\nI can construct triangles from given data using the correct equipment" ], [ "6a", "I can find the exterior angles of polygons\nI can construct perpendicular lines and bisect angles\nI can construct triangles from given data\nI can enlarge 2D shapes by a scale factor\nI can solve problems using angle and symmetry properties of polygons\nI can construct the mid-point and the perpendicular bisector of a straight line using the correct equipment\nI can construct the bisector of an angle using the correct equipment\nI understand and can work out missing angles in a quadrilateral as they add up to 360 degrees\nI understand the term congruence\nI know and can use the formula for the circumference and area of a circle." ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "NC AT3\nPNS Strand: Measuring", "" ], "rows": [ [ "1b", "I can compare the lengths of two objects and say which is longer" ], [ "1a", "I can compare and order two or more objects and say which is larger/smaller/holds/weighs more /less/most\n/least\nI can mark a stick and use it to compare lengths." ], [ "2c", "I can compare objects to a ruler or metre stick and say whether they are longer or shorter:\nI can say if something is lighter or heavier than a kilogram\nI can choose the correct measuring equipment to measure length, weight or capacity (such as rulers, tape\nmeasures, metre sticks, balances, jugs, beakers etc.)" ], [ "2b", "I can compare objects to 10 cm or 1 cm and say whether they are longer or shorter\nI can make my own measuring device. (including marking a jug or beaker to measure capacity)\nI can say if something holds more or less than a litre." ], [ "2a", "I can measure using a ruler to the nearest cm.\nI can draw a line to the nearest cm.\nI can read time to the hour (o’clock) on both digital and analogue clocks." ], [ "3c", "I can estimate length, weight and capacity and identify standard units to measure them.\nI can measure lines using a ruler to the nearest 0.5 cm.\nI can read a scale to the nearest labelled division to measure length.\nI can read a scale to the nearest labelled division to measure weight.\nI can read a scale to the nearest labelled division to measure capacity." ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "", "I know equivalent measurements of time, such as 1 year = 365 days, 1 hour = 60 min etc.\nI can read the time to the half hour on a digital clock and an analogue clock.\nI can read the time to the quarter hour on a digital clock and an analogue clock." ], "rows": [ [ "3b", "I can read scales to the nearest unlabelled division.\nI can draw lines using a ruler to the nearest 0.5 cm.\nI can read the time to five minutes on a digital clock and an analogue clock\nI can use standard metric units of length, capacity and time" ], [ "3a", "I can solve problems involving the numbers of days in a month using a tool such as ‘ Thirty days hath\nSeptember...’\nI can work out how long an event lasts using 5 minute intervals.\nI can read the time to one minute on a digital clock and an analogue clock\nI can read a simple timetable.\nI know the equivalent of 1/2 and 1/4 of a km, m, kg and lt\nI can read scales where I need to calculate simple divisions such as halves and quarters." ], [ "4c", "I can read a timetable and solve simple problems.\nI can work out how long an event lasts or lasted to the minute.\nI can use the 24 hour clock\nI know the equivalent of 3/4 and 1/10 of a km, m, kg and lt\nI can convert larger to smaller units\nI can draw and measure lines to the nearest mm\nI can calculate the division to read most scales.\nI know some imperial measurements such as mile, pint and gallon" ], [ "4b", "I understand the different times around the world\nI can convert smaller to larger units\nI can calculate the division to read a variety of scales accurately.\nI know some imperial measurements and their rough metric equivalent.\nI can work out the perimeter of rectangles and regular polygons.\nI understand that area can be measured in cm2 or m2" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "4a", "I can solve problems involving time, mass, capacity and length.\nI can solve simple problems involving perimeter and area." ], "rows": [ [ "5c", "I can make sensible estimates of time, length, capacity and mass\nI can solve problems involving perimeter and area by using formulae\nI can use the formula l x b to work out the area of a rectangle.\nI can use a formula to work out the perimeter of a rectangle." ], [ "5b", "I can work out the perimeter and area of compound shapes that can be split into rectangles\nI can read and interpret scales on a different range of measuring equipment, explaining what each labelled\ndivision represents." ], [ "5a", "I can convert measurements between metric and imperial, or between currencies and use them to solve\nproblems\nI can use my understanding of different times around the world to solve problems." ], [ "6c", "I can find the area of a triangle and parallelogram by using the appropriate formula\nI know how to draw plans and elevations" ], [ "6b", "I can find the area of a trapezium" ], [ "6a", "I can use a formula for calculating the circumference and area of a circle" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "NC AT4\nPNS Strand: Handling Data", "" ], "rows": [ [ "1c", "I can sort and classify objects using one criteria.\nI can respond to questions about how objects have been sorted and why each objects belongs in a set." ], [ "1b", "I can sort objects into a large scale Venn or Carroll Diagram.\nI can talk about which set has the most eg ‘most children stay at school for lunch’." ], [ "1a", "I can suggest a different criteria for grouping objects.\nI can present my work in simple block graphs or pictograms.\nI can talk about how I have presented my work." ], [ "2c", "I can sort and classify objects using more than one criteria e.g. triangle, not triangle, blue, not blue - yes or\nno answers.\nI can communicate my findings using simple lists, tables and pictograms I have made e.g. respond to\nquestions such as ‘how many names have 5 letters in?’" ], [ "2b", "I can understand the vocabulary relating to handling data eg sort, groups, set, list, table, most common,\nmost popular, least popular etc.\nI can record my results in a provided frequency table.\nI can enter my data into a simple computer database to make simple pictograms." ], [ "2a", "I can collect and sort data to test a simple hypothesis e.g. test hypothesis ‘most children in our class are in\nbed by 7.30pm’ by counting hands.\nI can create simple questions for others to answer about my data.\nI can record my results in frequency tables, pictograms and block graphs where one symbol represents one\nunit." ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "3c", "I can read data presented in any pictogram.\nI can read data presented in any frequency table.\nI can read data presented in any bar chart.\nI can read data presented in a Carroll Diagram with one criteria." ], "rows": [ [ "3b", "I can present and interpret data in a pictogram.\nI can present and interpret data in a simple frequency table.\nI can present and interpret data in a bar chart.\nI can present and interpret data in a Venn diagram with one criterion.\nI can present and interpret data in a Carroll diagram with one criterion.\nI can read a tally chart with two criteria.\nI can read a pie chart with two criteria.\nI can read a Carroll diagram with two criteria." ], [ "3a", "I can solve problems by reading and interpreting simple charts with one or two criteria such as pictograms,\nbar charts, pie charts and Venn diagrams." ], [ "4c", "I can solve problems by creating, reading and interpreting bar charts.\nI can solve problems by creating, reading and interpreting line graphs.\nI can find the mode of a set of data\nI can talk about chances of events happening" ], [ "4b", "I can understand the difference between discrete and continuous data\nI can find the mode and range of a set of data\nI can use a conversion graph/straight line graph\nI can construct and interpret simple line graphs\nI can label a probability line with appropriate language." ], [ "4a", "I can solve problems by making my own charts, graphs, tables and diagrams with or without a computer\nI can group data, where appropriate, into equal class intervals\nI can construct graphs and charts with grouped data\nI can discuss the likelihood of particular events using everyday language" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "5c", "I can find mean and the median of a set of data\nI am beginning to understand the likelihood of events such as throwing dice, spinning spinners and drawing\nbeads from a bag\nI can talk about probability confidently.\nI can interpret a range of charts and graphs, and draw conclusions." ], "rows": [ [ "5b", "I can understand and use the probability scale from 0-1 and relate it to percentages.\nI can explain the likelihood of events such as throwing dice, spinning spinners and drawing beads from a\nbag\nI can carry out a probability experiment based on equally likely outcomes.\nI can understand that different outcomes may result from repeating an experiment.\nI can use a pie chart and relate its divisions to decimals, percentages and fractions\nI am fully confident in finding the mean, mode, median and range of any set of data" ], [ "5a", "I can compare two or more pie charts that represent different totals\nI can compare two simple distributions independently, using the range and one of mode, median or mean\nI can find the mean from a frequency table\nI can group data, where appropriate, into class intervals\nI can calculate probability from experimental data\nI can create and interpret line graphs where the intermediate values have meaning\nI can ask questions, plan how to answer them and collect the data required\nI can interpret a range of charts and graphs to solve problems and draw conclusions." ], [ "6c", "I can construct and interpret frequency diagrams including dual and compound bar charts\nI can construct pie charts by calculating degrees.\nI can understand a scatter diagram and can describe the correlation, if any is shown\nI can identify all the outcomes from a two-event combination using diagrams or tables\nI can use the probability of an event to calculate the probability that the event does not happen\nI can collect and record continuous data, choosing appropriate equal class intervals for the\nfrequency tables" ], [ "6b", "I can draw conclusions from scatter graphs\nI can interpret stem and leaf diagrams" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "§ Sc1 – Level" ], "rows": [ [ "​\n§ Sc2 - Level and sublevel" ], [ "§ Sc3 - Level and sublevel" ], [ "§ Sc4 - Level and sublevel" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "I can respond to suggestions and put" ], "rows": [ [ "forward my own ideas about how to" ], [ "investigate an idea or find an answer to" ], [ "a question." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "I can report on findings from enquiries," ], "rows": [ [ "including oral and written explanations," ], [ "displays or presentations of results and" ], [ "conclusions." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "I can identify straightforward patterns in" ], "rows": [ [ "observations or data presented in various" ], [ "formats, including tables, pie and bar" ], [ "charts." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "I can make accurate observations or whole" ], "rows": [ [ "number measurements relevant to the" ], [ "investigation or question, which may includ" ], [ "length, mass, time and temperature." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "I can organise and carry out simple practical" ], "rows": [ [ "enquiries, for different types of investigation," ], [ "including fair testing, classifying and" ], [ "identifying, pattern seeking, explorations and" ], [ "investigating models." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "I can decide on an appropriate type of" ], "rows": [ [ "investigation (including whether or not a" ], [ "fair test is appropriate) to test the" ], [ "question." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "I can consider how changing one variabl" ], "rows": [ [ "can alter another and use the convention" ], [ "of ‘er’ words to describe this (e.g. the" ], [ "heavier the …. the longer the … etc.)" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "I can decide appropriate approaches" ], "rows": [ [ "a range of tasks, including selecting" ], [ "sources of information, methodology," ], [ "apparatus and data collection formats" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "I can describe how evidence from" ], "rows": [ [ "experiments and logical thinking have" ], [ "been combined to provide a scientific" ], [ "explanation." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "I can record data and results of increasing" ], "rows": [ [ "complexity using scientific diagrams and" ], [ "labels, classification keys, scatter graphs, ba" ], [ "and line graphs." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "I can decide whether conclusions are" ], "rows": [ [ "consistent with evidence." ], [ "I can back up conclusions with evidence" ], [ "from a range of independently found" ], [ "sources." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "I can describe how evidence from" ], "rows": [ [ "experiments and creative thinking hav" ], [ "been combined to provide a scientific" ], [ "explanation." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "I can report and present the findings from" ], "rows": [ [ "my enquiries, including conclusions," ], [ "causal relationships and explanations of" ], [ "the degree of trust in results, in oral and" ], [ "written forms such as display and other" ], [ "presentations, including appropriate use of" ], [ "ICT." ] ], "row_count": 6, "col_count": 1 }, { "headers": [ "I can recognise scientific questions that" ], "rows": [ [ "do not yet have definitive answers" ], [ "I can indicate how scientific" ], [ "developments may affect different" ], [ "people in different ways." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "I can give real life examples that relate to" ], "rows": [ [ "what I have learnt, analysing the scientifi" ], [ "concepts that underpin that real life" ], [ "example." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "I can select the information I need for" ], "rows": [ [ "different purposes, check its accuracy" ], [ "and organise it in a form suitable for" ], [ "processing." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "I can distinguish between opinion and" ], "rows": [ [ "scientific evidence in science contexts an" ], [ "use evidence rather than opinion to" ], [ "support or challenge scientific arguments" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "I can recognise and name external parts of the body [for example, head, arm]." ], "rows": [ [ "I can recognise and name external parts of plants [for example, leaf, flower]." ], [ "I am able to use my observations to describe humans" ], [ "I can recognise the changes that take place as an animal gets older" ], [ "I can point out differences between animals, humans and non-living things" ], [ "I can name some plants" ], [ "I can recognise and name external parts of plants [for example, leaf, flower]." ], [ "I know that plants need water to grow" ], [ "I am able to explain differences between living and non-living things in terms of characteristics" ], [ "I know that adult animals no longer grow" ], [ "I am able to say why we should show sensitivity to living things" ], [ "I know that plants need water and light to grow" ], [ "I can talk about a range of animals and plants features [for example, colour of coat, size of leaf]." ], [ "I can recognise and identify a range of common animals [for example, fly, goldfish, robin]." ] ], "row_count": 13, "col_count": 1 }, { "headers": [ "I can describe the basic conditions [for example, a supply of food, water, air, light] that animals and plants need in order to survive" ], "rows": [ [ "I know that living things grow and reproduce." ], [ "I can sort living things into groups and talk about my groups [for example, number of legs, shape of leaf]." ], [ "I know that different living things are found in different places [for example, ponds, woods]." ], [ "I can observe and describe the differences between plants grown in the light and the dark" ], [ "I can suggest how to find out about what plants need in order to grow well" ], [ "I can name some foods and types of food" ], [ "I can recognise why exercise is important" ], [ "I can recognise and name some of the different animals which live in the local environment" ], [ "I can recognise differences between plants and animals" ], [ "I can recognise that care needs to be taken with medicines" ] ], "row_count": 10, "col_count": 1 }, { "headers": [ "", "I know that plants produce seeds\nI can make observations of plants and animals\nI can observe and describe the similarities and differences between animals and between plants\nI can name some examples of each food that make up my diet\nI can understand that an adequate diet and exercise is necessary for health and growth" ], "rows": [ [ "Level 3", "I can describe some differences between living (MRS GREN) and non-living things. (Movement, Respiration, Sensitivity, Growth,\nReproduction, Excretion, Nutrition)\nI can explain some changes in living things [for example, diet affecting the health of humans or other animals, lack of light or water\naltering plant growth].\nI can talk about ways in which an animal is suited to its environment [for example, a fish having fins to help it swim]." ], [ "Level 4", "I can use scientific names for some major organs of body systems and identify the position of these organs in the human body.\nI can identify organs of different plants I observe.\nI can use keys based on features to help me identify and group living things systematically.\nI know that feeding relationships exist between plants and animals in a habitat.\nI can describe feeding relationships using food chains and terms [for example, predator and prey]." ], [ "Level 5", "I can describe the main functions of organs of the human body, and of plants.\nI can explain how these functions are essential to the organism.\nI can describe the main stages of the life cycles of humans and flowering plants and point out similarities.\nI know that there is a great variety of living things and understand the importance of classification.\nI can explain that different organisms are found in different habitats because of differences in environmental factors [for example,\nthe availability of light or water]." ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "I know that plants produce seeds" ], "rows": [ [ "I can make observations of plants and animals" ], [ "I can observe and describe the similarities and differences between animals and between plants" ], [ "I can name some examples of each food that make up my diet" ], [ "I can understand that an adequate diet and exercise is necessary for health and growth" ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "I can describe some differences between living (MRS GREN) and non-living things. (Movement, Respiration, Sensitivity, Growth," ], "rows": [ [ "Reproduction, Excretion, Nutrition)" ], [ "I can explain some changes in living things [for example, diet affecting the health of humans or other animals, lack of light or water" ], [ "altering plant growth]." ], [ "I can talk about ways in which an animal is suited to its environment [for example, a fish having fins to help it swim]." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "I can use scientific names for some major organs of body systems and identify the position of these organs in the human body." ], "rows": [ [ "I can identify organs of different plants I observe." ], [ "I can use keys based on features to help me identify and group living things systematically." ], [ "I know that feeding relationships exist between plants and animals in a habitat." ], [ "I can describe feeding relationships using food chains and terms [for example, predator and prey]." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "I can describe the main functions of organs of the human body, and of plants." ], "rows": [ [ "I can explain how these functions are essential to the organism." ], [ "I can describe the main stages of the life cycles of humans and flowering plants and point out similarities." ], [ "I know that there is a great variety of living things and understand the importance of classification." ], [ "I can explain that different organisms are found in different habitats because of differences in environmental factors [for example," ], [ "the availability of light or water]." ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "", "I can talk about a range of properties [for example, texture, appearance] of materials.", "" ], "rows": [ [ "Level 2", "", "I can identify a range of common materials and know about some of their properties." ], [ "", "", "I can describe some similarities and differences between materials." ], [ "", "", "I can sort materials into groups and describe the basis for their groupings in everyday terms [for example, shininess, hardness," ], [ "", "", "smoothness]." ], [ "", "", "I can describe ways in which some materials are changed by heating or cooling or by processes such as bending or stretching." ], [ "Level 3", "", "I can describe a variety of ways to sort materials into groups according to their properties." ], [ "", "", "I can explain simply why some materials are suitable for specific purposes [for example, glass for windows, copper for electrica" ], [ "", "cables].", "" ], [ "", "", "I know that some changes [for example, the freezing of water] can be reversed and some [for example, the baking of clay]" ], [ "", "", "cannot, and they classify changes in this way." ], [ "Level 4", "I can describe differences between the properties of different materials.\nI can explain how differences are used to classify substances.\nI can describe some methods [for example, filtration, distillation] that are used to separate simple mixtures.\nI can use scientific terms [for example, evaporation, condensation] to describe changes.\nI can use my knowledge about some reversible and irreversible changes to make simple predictions about whether other\nchanges are reversible or not.", "I can describe differences between the properties of different materials." ], [ "", "", "I can explain how differences are used to classify substances." ], [ "", "", "I can describe some methods [for example, filtration, distillation] that are used to separate simple mixtures." ], [ "", "", "I can use scientific terms [for example, evaporation, condensation] to describe changes." ], [ "", "", "I can use my knowledge about some reversible and irreversible changes to make simple predictions about whether other" ], [ "", "", "changes are reversible or not." ], [ "Level 5", "I can describe some metallic properties [for example, good electrical conductivity] and use these properties to distinguish metals\nfrom other solids.\nI can identify a range of contexts in which changes [for example, evaporation, condensation] take place.\nI can use knowledge about how a mixture can be separated to suggest ways in which similar mixtures might be separated.", "" ] ], "row_count": 17, "col_count": 3 }, { "headers": [ "I can describe some metallic properties [for example, good electrical conductivity] and use these properties to distinguish metals" ], "rows": [ [ "from other solids." ], [ "I can identify a range of contexts in which changes [for example, evaporation, condensation] take place." ], [ "I can use knowledge about how a mixture can be separated to suggest ways in which similar mixtures might be separated." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "", "", "I can talk about changes in light, sound or movement that result from actions [e.g. switching on a simple electrical circuit, pushing and" ], "rows": [ [ "", "", "pulling objects]." ], [ "", "", "I know that sound and light come from a variety of sources." ], [ "", "", "I can name some sources of sound and light." ], [ "Level 2", "I know about a range of physical phenomena. (e.g. light & shadows, pushes & pulls, sounds, floating & sinking)\nI can describe similarities and differences associated with a range of physical phenomena.\nI can compare the way in which simple devices work [e.g. bulbs in different electrical circuits; clockwork toys].\nI can compare: the brightness or colour of lights; the loudness or pitch of sounds; the speed and direction of different moving objects.", "I know about a range of physical phenomena. (e.g. light & shadows, pushes & pulls, sounds, floating & sinking)" ], [ "", "", "I can describe similarities and differences associated with a range of physical phenomena." ], [ "", "", "I can compare the way in which simple devices work [e.g. bulbs in different electrical circuits; clockwork toys]." ], [ "", "", "I can compare: the brightness or colour of lights; the loudness or pitch of sounds; the speed and direction of different moving objects." ], [ "Level 3", "I can use my knowledge and understanding of physical phenomena to link cause and effect.\nI can give simple explanations, e.g. why a bulb fails to light.\nI can explain why the direction or speed of a moving object changes.\nI can make simple generalisations about physical phenomena [e.g. explaining that sounds I hear become fainter the further they are from\nthe source; the closer the object to the light source, the bigger the shadow].", "" ], [ "Level 4", "I can describe and explain physical phenomena [e.g. how a particular device may be connected to work in an electrical circuit, how the\napparent position of the Sun changes over the course of a day].\nI can make generalisations about physical phenomena using correct scientific vocabulary [e.g. motion is affected by forces, including\ngravitational attraction, magnetic attraction and friction].\nI can use physical ideas to explain simple phenomena [e.g. the formation of shadows, sounds being heard through a variety of materials].", "" ], [ "Level 5", "I can use scientific ideas and vocabulary to explain how to make a range of changes when investigating [for example, altering the current\nin a circuit, altering the pitch or loudness of a sound].\nI can use some abstract ideas when describing familiar phenomena [for example, objects are seen when light from them enters the eye,\nforces are balanced when an object is stationary].\nI can use simple models to explain effects that are caused by the movement of the Earth [for example, the length of a day or year].", "" ] ], "row_count": 10, "col_count": 3 }, { "headers": [ "I can use my knowledge and understanding of physical phenomena to link cause and effect." ], "rows": [ [ "I can give simple explanations, e.g. why a bulb fails to light." ], [ "I can explain why the direction or speed of a moving object changes." ], [ "I can make simple generalisations about physical phenomena [e.g. explaining that sounds I hear become fainter the further they are from" ], [ "the source; the closer the object to the light source, the bigger the shadow]." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "I can describe and explain physical phenomena [e.g. how a particular device may be connected to work in an electrical circuit, how the" ], "rows": [ [ "apparent position of the Sun changes over the course of a day]." ], [ "I can make generalisations about physical phenomena using correct scientific vocabulary [e.g. motion is affected by forces, including" ], [ "gravitational attraction, magnetic attraction and friction]." ], [ "I can use physical ideas to explain simple phenomena [e.g. the formation of shadows, sounds being heard through a variety of materials]" ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "I can use scientific ideas and vocabulary to explain how to make a range of changes when investigating [for example, altering the current" ], "rows": [ [ "in a circuit, altering the pitch or loudness of a sound]." ], [ "I can use some abstract ideas when describing familiar phenomena [for example, objects are seen when light from them enters the eye," ], [ "forces are balanced when an object is stationary]." ], [ "I can use simple models to explain effects that are caused by the movement of the Earth [for example, the length of a day or year]." ] ], "row_count": 4, "col_count": 1 } ] }, { "case_id": 557935, "title": "A-Level results for each subject and secondary school for 2018", "authority": "Department of Education, Sport and Culture", "date_received": "2018-08-23", "outcome": "All information sent", "summary": "A request was made for 2018 A-Level grade distributions across six Isle of Man institutions, and the Department of Education, Sport and Culture provided all provisional results for the specified schools and subjects.", "key_facts": [ "The request covered Ballakermeen High School, Castle Rushen High School, Queen Elizabeth II High School, Ramsey Grammar School, St Ninian's High School, and University College Isle of Man.", "The authority responded with provisional A-Level results for August 2018, detailing grade counts from A* to U (Fail).", "Some entries for Castle Rushen High School and Queen Elizabeth II High School were redacted or noted as having only one or two pupils to prevent identification.", "The response included data for a wide range of subjects including Mathematics, Sciences, Humanities, and Arts.", "The outcome was classified as 'All information sent' on September 21, 2018." ], "data_mentioned": [ "2018", "2018-08-23", "2018-09-21", "7 pages", "2 documents", "5 secondary schools", "A*", "A", "B", "C", "D", "E", "U", "Only 1 pupil result", "Only 2 pupils with same grade" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "Subject", "A*", "A", "B", "C", "D", "E", "U" ], "rows": [ [ "BHS", "Art & Des: Photography", "", "", "", "", "", "", "" ], [ "BHS", "Art/Art & Design", "0", "1", "0", "3", "1", "", "" ], [ "BHS", "Biology", "1", "2", "10", "3", "4", "5", "" ], [ "BHS", "Bus Stud Applied (Double)", "", "", "", "", "", "", "" ], [ "BHS", "Business Studies", "4", "1", "1", "1", "2", "2", "0" ], [ "BHS", "Business Studies Applied", "", "", "", "", "", "", "" ], [ "BHS", "Chemistry", "0", "1", "2", "2", "2", "0", "0" ], [ "BHS", "Classical Civilisation", "0", "0", "3", "1", "1", "0", "0" ], [ "BHS", "Computer Studies", "", "", "", "", "", "", "" ], [ "BHS", "Creative Writing", "", "", "", "", "", "", "" ], [ "BHS", "D & T Product Design", "Only 1 pupil result", "", "", "", "", "", "" ], [ "BHS", "Design Technology", "", "", "", "", "", "", "" ], [ "BHS", "Drama", "", "", "", "", "", "", "" ], [ "BHS", "Economics", "All 5 pupils achieved the same grade", "", "", "", "", "", "" ], [ "BHS", "English Language", "0", "1", "5", "8", "1", "0", "0" ], [ "BHS", "English Literature", "1", "1", "4", "4", "4", "1", "0" ], [ "BHS", "Environmental Science", "", "", "", "", "", "", "" ], [ "BHS", "Extended Project", "", "", "", "", "", "", "" ], [ "BHS", "Fine Art", "", "", "", "", "", "", "" ], [ "BHS", "Food Technology", "", "", "", "", "", "", "" ], [ "BHS", "French", "0", "1", "1", "0", "0", "0", "0" ], [ "BHS", "General Studies", "0", "1", "8", "11", "8", "5", "3" ], [ "BHS", "Geography", "3", "5", "5", "3", "3", "0", "0" ], [ "BHS", "Geology", "", "", "", "", "", "", "" ], [ "BHS", "German", "Only 1 pupil result", "", "", "", "", "", "" ], [ "BHS", "Gov & Politics", "0", "4", "2", "1", "3", "0", "0" ], [ "BHS", "Health & Social Care", "", "", "", "", "", "", "" ], [ "BHS", "History", "0", "5", "5", "3", "2", "0", "0" ], [ "BHS", "Information Technology", "", "", "", "", "", "", "" ], [ "BHS", "Italian", "", "", "", "", "", "", "" ], [ "BHS", "Manx", "", "", "", "", "", "", "" ], [ "BHS", "Maths", "4", "5", "3", "4", "0", "1", "0" ], [ "BHS", "Maths Further", "0", "2", "0", "1", "0", "0", "1" ], [ "BHS", "Media Studies", "0", "2", "6", "5", "4", "0", "0" ], [ "BHS", "Music", "0", "1", "5", "0", "0", "0", "0" ], [ "BHS", "P.E.", "0", "2", "1", "1", "0", "0", "0" ], [ "BHS", "Photography", "0", "0", "0", "2", "1", "0", "0" ], [ "BHS", "Physics", "1", "3", "2", "0", "3", "1", "0" ], [ "BHS", "Polish", "", "", "", "", "", "", "" ], [ "BHS", "Politics", "", "", "", "", "", "", "" ], [ "BHS", "Psychology", "3", "0", "3", "2", "0", "0", "0" ], [ "BHS", "Religious Studies", "Only 1 pupil result", "", "", "", "", "", "" ], [ "BHS", "Sociology", "1", "3", "5", "6", "4", "0", "0" ], [ "BHS", "Spanish", "Only 1 pupil result", "", "", "", "", "", "" ], [ "BHS", "Textiles", "", "", "", "", "", "", "" ], [ "BHS", "Travel & Tourism", "", "", "", "", "", "", "" ], [ "BHS", "World Development", "", "", "", "", "", "", "" ], [ "CRHS", "Art & Des: Photography", "", "", "", "", "", "", "" ], [ "CRHS", "Art/Art & Design", "", "1", "", "1", "1", "", "" ], [ "CRHS", "Biology", "1", "1", "1", "1", "5", "1", "1" ], [ "CRHS", "Bus Stud Applied (Double)", "", "", "", "", "", "", "" ], [ "CRHS", "Business Studies", "", "2", "1", "3", "4", "3", "1" ], [ "CRHS", "Business Studies Applied", "", "", "", "", "", "", "" ], [ "CRHS", "Chemistry", "", "1", "1", "3", "", "", "1" ], [ "CRHS", "Classical Civilisation", "", "", "", "", "", "", "" ], [ "CRHS", "Computer Studies", "", "", "1", "", "2", "", "" ], [ "CRHS", "Creative Writing", "", "", "2", "1", "", "1", "" ], [ "CRHS", "D & T Product Design", "1", "1", "", "1", "3", "", "" ], [ "CRHS", "Design Technology", "", "", "", "", "", "", "" ], [ "CRHS", "Drama", "", "", "", "", "", "", "" ], [ "CRHS", "Economics", "1", "", "", "2", "", "1", "" ], [ "CRHS", "English Language", "", "", "", "", "", "", "" ], [ "CRHS", "English Literature", "", "3", "2", "1", "1", "", "" ], [ "CRHS", "Environmental Science", "", "", "", "", "", "", "" ], [ "CRHS", "Extended Project", "", "7", "2", "3", "4", "1", "" ], [ "CRHS", "Fine Art", "", "", "", "", "", "", "" ], [ "CRHS", "Food Technology", "", "", "", "", "", "", "" ], [ "CRHS", "French", "Only 1 pupil result", "", "", "", "", "", "" ], [ "CRHS", "General Studies", "", "", "", "", "", "", "" ] ], "row_count": 69, "col_count": 9 }, { "headers": [ "CRHS", "Geography", "1", "2", "1", "2", "", "", "" ], "rows": [ [ "CRHS", "Geology", "", "", "", "", "", "", "" ], [ "CRHS", "German", "", "", "", "", "", "", "" ], [ "CRHS", "Gov & Politics", "", "", "", "", "", "", "" ], [ "CRHS", "Health & Social Care", "", "", "", "", "", "", "" ], [ "CRHS", "History", "", "1", "9", "8", "7", "2", "" ], [ "CRHS", "Information Technology", "", "", "", "", "", "", "" ], [ "CRHS", "Italian", "", "", "", "", "", "", "" ], [ "CRHS", "Manx", "", "", "", "", "", "", "" ], [ "CRHS", "Maths", "3", "5", "2", "2", "2", "", "1" ], [ "CRHS", "Maths Further", "1", "1", "1", "", "", "", "" ], [ "CRHS", "Media Studies", "", "", "", "", "", "", "" ], [ "CRHS", "Music", "1", "4", "4", "", "", "", "" ], [ "CRHS", "P.E.", "3", "4", "1", "2", "", "", "" ], [ "CRHS", "Photography", "", "", "", "", "", "", "" ], [ "CRHS", "Physics", "1", "2", "1", "2", "1", "3", "1" ], [ "CRHS", "Polish", "", "", "", "", "", "", "" ], [ "CRHS", "Politics", "", "", "", "", "", "", "" ], [ "CRHS", "Psychology", "2", "1", "7", "3", "2", "", "1" ], [ "CRHS", "Religious Studies", "", "", "", "", "", "", "" ], [ "CRHS", "Sociology", "", "", "", "", "", "", "" ], [ "CRHS", "Spanish", "", "", "", "", "", "", "" ], [ "CRHS", "Textiles", "", "", "1", "2", "2", "", "" ], [ "CRHS", "Travel & Tourism", "", "", "", "", "", "", "" ], [ "CRHS", "World Development", "", "", "", "", "", "", "" ], [ "QEII", "Art & Des: Photography", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Art/Art & Design", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Biology", "0", "0", "3", "1", "4", "7", "0" ], [ "QEII", "Bus Stud Applied (Double)", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Business Studies", "1", "1", "2", "2", "2", "1", "0" ], [ "QEII", "Business Studies Applied", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Chemistry", "0", "0", "1", "2", "0", "2", "1" ], [ "QEII", "Classical Civilisation", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Computer Studies", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Creative Writing", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "D & T Product Design", "0", "0", "0", "0", "1", "2", "0" ], [ "QEII", "Design Technology", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Drama", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Economics", "0", "0", "3", "2", "0", "0", "0" ], [ "QEII", "English Language", "0", "0", "2", "2", "5", "0", "0" ], [ "QEII", "English Literature", "0", "1", "2", "0", "0", "0", "0" ], [ "QEII", "Environmental Science", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Extended Project", "0", "1", "1", "4", "0", "0", "0" ], [ "QEII", "Fine Art", "0", "1", "1", "0", "0", "0", "0" ], [ "QEII", "Food Technology", "Only 2 pupils with same grade", "", "", "", "", "", "" ], [ "QEII", "French", "Only 1 pupil result", "", "", "", "", "", "" ], [ "QEII", "General Studies", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Geography", "0", "4", "2", "1", "0", "2", "0" ], [ "QEII", "Geology", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "German", "Only 1 pupil result", "", "", "", "", "", "" ], [ "QEII", "Gov & Politics", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Health & Social Care", "1", "0", "0", "1", "0", "0", "0" ], [ "QEII", "History", "1", "2", "5", "2", "0", "0", "0" ], [ "QEII", "Information Technology", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Italian", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Manx", "Only 1 pupil result", "", "", "", "", "", "" ], [ "QEII", "Maths", "1", "4", "1", "2", "2", "5", "0" ], [ "QEII", "Maths Further", "0", "1", "1", "1", "1", "0", "0" ], [ "QEII", "Media Studies", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "P.E.", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Photography", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Physics", "0", "1", "1", "1", "0", "2", "1" ], [ "QEII", "Polish", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Politics", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Psychology", "0", "1", "9", "2", "5", "3", "0" ], [ "QEII", "Religious Studies", "Only 1 pupil result", "", "", "", "", "", "" ], [ "QEII", "Sociology", "0", "0", "0", "2", "1", "1", "0" ], [ "QEII", "Spanish", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Textiles", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "Travel & Tourism", "0", "0", "0", "0", "0", "0", "0" ], [ "QEII", "World Development", "0", "0", "0", "0", "0", "0", "0" ] ], "row_count": 70, "col_count": 9 }, { "headers": [ "QEII", "Critical Thinking", "Only 1 pupil result", "", "", "", "", "", "" ], "rows": [ [ "RGS", "Art & Des: Photography", "", "", "6", "1", "", "", "" ], [ "RGS", "Art/Art & Design", "", "1", "5", "", "", "", "" ], [ "RGS", "Biology", "", "2", "", "4", "", "4", "" ], [ "RGS", "Bus Stud Applied (Double)", "", "", "", "", "", "", "" ], [ "RGS", "Business Studies", "2", "3", "6", "", "2", "", "" ], [ "RGS", "Business Studies Applied", "", "", "", "", "", "", "" ], [ "RGS", "Chemistry", "1", "2", "2", "", "", "", "1" ], [ "RGS", "Classical Civilisation", "", "", "", "", "", "", "" ], [ "RGS", "Computer Studies", "", "", "", "1", "1", "", "" ], [ "RGS", "Creative Writing", "", "", "", "", "", "", "" ], [ "RGS", "D & T Product Design", "", "", "", "", "", "", "" ], [ "RGS", "Design Technology", "", "", "", "1", "1", "", "" ], [ "RGS", "Drama", "", "2", "2", "", "", "", "" ], [ "RGS", "Economics", "", "1", "3", "2", "4", "", "" ], [ "RGS", "English Language", "", "", "1", "1", "2", "", "" ], [ "RGS", "English Literature", "", "3", "4", "4", "1", "", "" ], [ "RGS", "Environmental Science", "", "", "", "", "", "", "" ], [ "RGS", "Extended Project", "", "", "", "", "", "", "" ], [ "RGS", "Fine Art", "", "", "", "", "", "", "" ], [ "RGS", "Food Technology", "Only 2 pupils with the same grade", "", "", "", "", "", "" ], [ "RGS", "French", "", "", "", "", "", "", "" ], [ "RGS", "General Studies", "", "", "", "", "", "", "" ], [ "RGS", "Geography", "1", "2", "2", "1", "2", "2", "" ], [ "RGS", "Geology", "3", "3", "5", "4", "2", "", "" ], [ "RGS", "German", "", "", "", "", "", "", "" ], [ "RGS", "Gov & Politics", "", "1", "1", "2", "", "1", "" ], [ "RGS", "Health & Social Care", "1", "", "", "", "", "2", "" ], [ "RGS", "History", "", "2", "6", "6", "2", "", "" ], [ "RGS", "Italian", "", "", "", "", "", "", "" ], [ "RGS", "Manx", "", "", "", "", "", "", "" ], [ "RGS", "Maths", "3", "5", "5", "6", "", "4", "" ], [ "RGS", "Maths Further", "1", "1", "2", "1", "", "", "" ], [ "RGS", "Media Studies", "", "", "", "", "", "", "" ], [ "RGS", "Music", "Only 1 pupil result", "", "", "", "", "", "" ], [ "RGS", "P.E.", "Only 1 pupil result", "", "", "", "", "", "" ], [ "RGS", "Photography", "", "", "", "", "", "", "" ], [ "RGS", "Physics", "1", "3", "3", "2", "", "1", "" ], [ "RGS", "Polish", "", "", "", "", "", "", "" ], [ "RGS", "Politics", "", "", "", "", "", "", "" ], [ "RGS", "Psychology", "", "", "4", "7", "3", "", "" ], [ "RGS", "Religious Studies", "", "", "", "", "", "1", "" ], [ "RGS", "Sociology", "", "", "1", "1", "", "1", "" ], [ "RGS", "Spanish", "", "", "1", "1", "1", "", "1" ], [ "RGS", "Textiles", "", "", "", "", "", "", "" ], [ "RGS", "Travel & Tourism", "", "1", "2", "2", "1", "", "" ], [ "RGS", "World Development", "", "", "", "", "", "", "" ], [ "RGS", "Global Perspectives", "", "3", "2", "2", "", "", "" ], [ "SNHS", "Art & Des: Photography", "0", "0", "2", "1", "0", "0", "0" ], [ "SNHS", "Art/Art & Design", "0", "1", "4", "2", "2", "0", "0" ], [ "SNHS", "Biology", "0", "2", "3", "1", "6", "2", "0" ], [ "SNHS", "Bus Stud Applied (Double)", "", "", "", "", "", "", "" ], [ "SNHS", "Business Studies", "4", "2", "9", "4", "2", "0", "0" ], [ "SNHS", "Business Studies Applied", "", "", "", "", "", "", "" ], [ "SNHS", "Chemistry", "0", "3", "1", "1", "1", "0", "0" ], [ "SNHS", "Classical Civilisation", "", "", "", "", "", "", "" ], [ "SNHS", "Computer Science", "0", "1", "2", "1", "0", "1", "0" ], [ "SNHS", "Creative Writing", "", "", "", "", "", "", "" ], [ "SNHS", "D & T Product Design", "0", "0", "0", "0", "1", "1", "0" ], [ "SNHS", "Design Technology", "", "", "", "", "", "", "" ], [ "SNHS", "Drama", "", "", "", "", "", "", "" ], [ "SNHS", "Economics", "0", "2", "5", "2", "0", "1", "0" ], [ "SNHS", "English Language", "0", "1", "3", "7", "2", "0", "1" ], [ "SNHS", "English Literature", "0", "1", "1", "1", "3", "0", "0" ], [ "SNHS", "Environmental Science", "", "", "", "", "", "", "" ], [ "SNHS", "Extended Project", "1", "4", "0", "1", "1", "0", "0" ], [ "SNHS", "Fine Art", "", "", "", "", "", "", "" ], [ "SNHS", "Food Technology", "0", "0", "0", "0", "1", "1", "0" ], [ "SNHS", "French", "", "", "", "", "", "", "" ], [ "SNHS", "General Studies", "", "", "", "", "", "", "" ], [ "SNHS", "Geography", "0", "1", "3", "1", "0", "0", "0" ] ], "row_count": 70, "col_count": 9 }, { "headers": [ "SNHS", "Geology", "", "", "", "", "", "", "" ], "rows": [ [ "SNHS", "German", "", "", "", "", "", "", "" ], [ "SNHS", "Gov & Politics", "", "", "", "", "", "", "" ], [ "SNHS", "Health & Social Care", "0", "2", "0", "5", "0", "0", "0" ], [ "SNHS", "History", "0", "1", "9", "4", "2", "1", "0" ], [ "SNHS", "ICT", "", "", "", "", "", "", "" ], [ "SNHS", "Information Technology", "Only 1 pupil result", "", "", "", "", "", "" ], [ "SNHS", "Italian", "", "", "", "", "", "", "" ], [ "SNHS", "Manx", "", "", "", "", "", "", "" ], [ "SNHS", "Maths", "2", "6", "3", "2", "1", "3", "2" ], [ "SNHS", "Maths Further", "", "", "", "", "", "", "" ], [ "SNHS", "Media Studies", "0", "0", "4", "6", "2", "0", "0" ], [ "SNHS", "Music", "", "", "", "", "", "", "" ], [ "SNHS", "P.E.", "0", "0", "0", "5", "0", "0", "0" ], [ "SNHS", "Photography", "", "", "", "", "", "", "" ], [ "SNHS", "Physics", "0", "2", "4", "4", "1", "1", "0" ], [ "SNHS", "Polish", "Only 1 pupil result", "", "", "", "", "", "" ], [ "SNHS", "Politics", "0", "1", "1", "0", "1", "1", "0" ], [ "SNHS", "Psychology", "3", "4", "9", "10", "5", "2", "1" ], [ "SNHS", "Religious Studies", "0", "1", "2", "5", "1", "1", "0" ], [ "SNHS", "Sociology", "2", "2", "7", "6", "4", "1", "0" ], [ "SNHS", "Spanish", "Only 1 pupil result", "", "", "", "", "", "" ], [ "SNHS", "Textiles", "", "", "", "", "", "", "" ], [ "SNHS", "Travel & Tourism", "", "", "", "", "", "", "" ], [ "SNHS", "World Development", "", "", "", "", "", "", "" ], [ "SNHS", "Japanese", "Only 1 pupil result", "", "", "", "", "", "" ], [ "SNHS", "Greek", "Only 1 pupil result", "", "", "", "", "", "" ] ], "row_count": 26, "col_count": 9 }, { "headers": [ "", "Subject", "A*", "A", "B", "C", "D", "E", "U" ], "rows": [ [ "", "Business", "", "", "", "", "", "3", "2" ], [ "", "English Language", "", "1", "", "", "", "", "1" ], [ "", "History", "Only 1 pupil result", "", "", "", "", "", "" ], [ "", "Marine Science", "", "", "1", "3", "1", "1", "" ] ], "row_count": 4, "col_count": 9 } ] }, { "case_id": 569241, "title": "Pupil Data Reported by Primary Schools to the DESC", "authority": "Department of Education, Sport and Culture", "date_received": "2018-08-23", "outcome": "Some information sent but not all held", "summary": "The requester sought details on directives and data types regarding primary school pupil attainment and characteristics reported to the Isle of Man Department of Education, Sport and Culture. The authority disclosed specific submission requirements for Key Stage 1 and 2 attainment data and pupil characteristics, while confirming that Year 6 pupil characteristic information is not submitted as part of the attainment data.", "key_facts": [ "Primary schools must publish KS1 and KS2 attainment data on their websites by a specified deadline.", "Attainment data for Year 6 (Key Stage 2) includes level and sub-level breakdowns for Speaking and Listening, Reading, Writing, Mathematics, and Science.", "No Year 6 pupil characteristic information (e.g., SEN, FSM, EAL) is submitted as part of the Key Stage 2 attainment data collation.", "Schools are required to annually report projected pupil numbers, SEN details, and English as an additional language data.", "The response included an attached email directive regarding the publication of performance data." ], "data_mentioned": [ "2018-08-23", "2018-09-19", "Friday 14th Sept", "2017-18", "Level 1", "Level 2", "Level 3", "Level 4", "Level 5", "569241", "554141", "Question 18", "21st August 2018" ], "exemptions_cited": [], "tables": [ { "headers": [ "Key Stage", "Subject", "Levels Required" ], "rows": [ [ "Key Stage 1", "Speaking and Listening", "Level 1, Level 2 and Level 3 and above" ], [ "Reading", "Level 1, Level 2 and Level 3 and above", "" ], [ "Writing", "Level 1, Level 2 and Level 3 and above", "" ], [ "Mathematics", "Level 1, Level 2 and Level 3 and above", "" ], [ "Science", "Level 1, Level 2 and Level 3 and above", "" ], [ "Key Stage 2", "Speaking and Listening", "Level 3, Level 4 or Level 5 and above" ], [ "Reading", "Level 3, Level 4 or Level 5 and above", "" ], [ "Writing", "Level 3, Level 4 or Level 5 and above", "" ], [ "Mathematics", "Level 3, Level 4 or Level 5 and above", "" ], [ "Science", "Level 3, Level 4 or Level 5 and above", "" ] ], "row_count": 10, "col_count": 3 }, { "headers": [ "Annual Data Requirement", "Details" ], "rows": [ [ "Key Stage 1 Attainment", "Level and sub-level for: Speaking and Listening, Reading, Writing, Mathematics, Science" ], [ "Projected Pupil Numbers", "For the upcoming academic year" ], [ "Special Educational Needs", "Stage, area of need and disability (if any)" ], [ "English as an Additional Language", "Level and first language" ] ], "row_count": 4, "col_count": 2 } ] }, { "case_id": 572534, "title": "Gender demographic in LeAD", "authority": "Cabinet Office", "date_received": "2018-08-17", "outcome": "Some information sent but not all held", "summary": "The requester asked for gender demographic data for the LeAD department over the last eight years, but the Cabinet Office only held and disclosed records for the past four years.", "key_facts": [ "The request was received on 17 August 2018 and responded to on 3 September 2018.", "The authority could not provide data for the full eight-year period as records only exist for the last four years.", "The disclosed data covers the financial years ending 31 March 2015 through 31 March 2018.", "The LeAD workforce is predominantly female, with percentages ranging from 90.7% to 95% in the reported period.", "The response includes headcount, percentage of workforce, and full-time equivalent figures for both genders." ], "data_mentioned": [ "31-Mar-15", "31-Mar-16", "31-Mar-17", "31-Mar-18", "39", "4", "90.70%", "9.30%", "34.34", "3.1", "40", "3", "93.00%", "7.00%", "35.22", "2.91", "38", "2", "95.00%", "5.00%", "34.094", "2", "572534", "2018-08-17", "2018-09-03" ], "exemptions_cited": [ "Information not held or cannot be found after reasonable steps" ], "tables": [ { "headers": [ "", "Number of\nPeople", "", "% of LEaD\nWorkforce", "", "Full Time\nEquivalent", "" ], "rows": [ [ "Date", "Female", "Male", "Female", "Male", "Female", "Male" ], [ "31-Mar-15", "39", "4", "90.70%", "9.30%", "34.34", "3.1" ], [ "31-Mar-16", "40", "3", "93.00%", "7.00%", "35.22", "2.91" ], [ "31-Mar-17", "39", "3", "92.90%", "7.10%", "34.48", "3" ], [ "31-Mar-18", "38", "2", "95.00%", "5.00%", "34.094", "2" ] ], "row_count": 5, "col_count": 7 } ] }, { "case_id": 582038, "title": "Capacity of Victoria Road Primary School and Castle Rushen High School", "authority": "Department of Education, Sport and Culture", "date_received": "2018-08-30", "outcome": "All information sent", "summary": "A request was made for the current enrollment and full capacity figures for Victoria Road Primary School and Castle Rushen High School in Castletown. The Department of Education, Sport and Culture disclosed the specific pupil numbers on roll for the 2018/19 academic year and the official capacity limits for both institutions.", "key_facts": [ "Victoria Road Primary School had 261 pupils on roll at the start of the 2018/19 academic year.", "The full capacity of Victoria Road Primary School is 300 students.", "Castle Rushen High School had 765 pupils on roll at the start of the 2018/19 academic year.", "The full capacity of Castle Rushen High School is 1040 students.", "The request was received on 30 August 2018 and concluded on 21 September 2018." ], "data_mentioned": [ "261", "300", "765", "1040", "2018/19", "2018-08-30", "2018-09-21", "582038" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "Pupils on Roll (2018/19)", "Current Capacity" ], "rows": [ [ "Victoria Road Primary School", "261", "300" ], [ "Castle Rushen High School", "765", "1040" ] ], "row_count": 2, "col_count": 3 } ] }, { "case_id": 603466, "title": "Student Data breaches in IOM High Schools - further data required", "authority": "Department of Education, Sport and Culture", "date_received": "2018-09-20", "outcome": "Some information sent but not all held", "summary": "The request sought details on student data breaches in Isle of Man high schools, specifically regarding Castle Rushen High School. The authority disclosed a single incident from the 2013/14 academic year involving lost meeting notes containing one pupil's name, noting that no disciplinary action was taken as the responsible staff member had already left.", "key_facts": [ "The breach occurred at Castle Rushen High School during the 2013/14 academic year.", "The nature of the breach was meeting notes found outside the school containing the name of one pupil.", "An investigation determined the breach resulted from an error in the records management/destruction process.", "No disciplinary action was taken against the staff member responsible because they were no longer employed by the school.", "The parent of the affected pupil was informed after they alerted the school to the discovery of the notes." ], "data_mentioned": [ "2013/14", "one pupil", "20 September 2018", "12th October 2018", "603466", "577533" ], "exemptions_cited": [], "tables": [ { "headers": [ "Question", "Answer" ], "rows": [ [ "Please state at which school this breach occurred.", "Castle Rushen High School." ], [ "Please state what year this breach occurred.", "2013/14 academic year." ], [ "Please state the nature of the breach (what type of information was breached and how many students did this affect/were affected).", "Notes taken at an in-school meeting were found outside the school. The notes were not from a meeting about a student but rather a provision within the school and the staff in the relevant area but they did include the name of one pupil." ], [ "Whether any action was taken by the school(s) and by the Department of Education Sport and Culture on the staff responsible?", "The school subsequently conducted an extensive investigation and identified that the breach arose from an omission or error by a staff member in the records management/destruction process at the time. After completion of the investigation process it was identified that the person responsible for the omission/error had since left the school. Therefore no action was taken against the staff member as they were no longer employed by the school." ], [ "If any action was taken, please state the nature of the action taken.", "An apology was made by the school to the pupil's parent." ], [ "Please state whether parents were informed about the breach and if so, how long after the breach occurred were they notified (total days).", "The parent of the pupil named alerted the school to the fact that the notes had been found." ] ], "row_count": 6, "col_count": 2 } ] }, { "case_id": 632965, "title": "Key Stage 1&2 Attainment Averages 2018", "authority": "Department of Education, Sport and Culture", "date_received": "2018-10-18", "outcome": "All information sent", "summary": "The requester asked for exact Island-wide average attainment figures for Key Stage 1 and 2 students in 2017-18 across five subjects. The Department of Education, Sport and Culture disclosed all requested data, providing specific percentages for Level 2+ and Level 3+ (KS1) and Level 4+ and Level 5+ (KS2) achievements.", "key_facts": [ "The request was received on 2018-10-18 and responded to on 2018-11-12.", "All information requested was sent with no exemptions applied.", "Data covers the 2017-18 academic year for Speaking & Listening, Reading, Writing, Mathematics, and Science.", "Key Stage 2 Science L4+ attainment was the highest recorded at 93.8%.", "Key Stage 1 Science L2+ attainment was the highest recorded at 96.5%." ], "data_mentioned": [ "2017-18", "90.6", "38.7", "90.9", "46.7", "84.5", "33.7", "89.6", "39.3", "93.8", "44.3", "94", "25.8", "80.7", "32.8", "86.8", "18.6", "92.5", "20.8", "96.5", "27.7", "632965", "2018-10-18", "2018-11-12" ], "exemptions_cited": [], "tables": [ { "headers": [ "KEY", "Speaking", "Speaking", "Reading", "Reading", "Writing", "Writing", "Maths L2+", "Maths L3+", "Science", "Science" ], "rows": [ [ "", "and", "and", "L2+", "L3+", "L2+", "L3+", "", "", "L2+", "L3+" ], [ "STAGE", "", "", "", "", "", "", "", "", "", "" ], [ "", "Listening", "Listening", "", "", "", "", "", "", "", "" ], [ "ONE", "", "", "", "", "", "", "", "", "", "" ], [ "", "L2+", "L3+", "", "", "", "", "", "", "", "" ], [ "(IOM)", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "" ], [ "2017/18", "94", "25.8", "80.7", "32.8", "86.8", "18.6", "92.5", "20.8", "96.5", "27.7" ] ], "row_count": 9, "col_count": 11 }, { "headers": [ "KEY", "Speaking", "Speaking", "Reading", "Reading", "Writing", "Writing", "Maths L4+", "Maths L5+", "Science", "Science" ], "rows": [ [ "", "and", "and", "L4+", "L5+", "L4+", "L5+", "", "", "L4+", "L5+" ], [ "STAGE", "", "", "", "", "", "", "", "", "", "" ], [ "", "Listening", "Listening", "", "", "", "", "", "", "", "" ], [ "TWO", "", "", "", "", "", "", "", "", "", "" ], [ "", "L4+", "L5+", "", "", "", "", "", "", "", "" ], [ "(IOM)", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "" ], [ "2017/18", "90.6", "38.7", "90.9", "46.7", "84.5", "33.7", "89.6", "39.3", "93.8", "44.3" ] ], "row_count": 9, "col_count": 11 } ] }, { "case_id": 648865, "title": "GCSE attainment at KS4 - 2017/28", "authority": "Department of Education, Sport and Culture", "date_received": "2018-11-07", "outcome": "Upheld - partial", "summary": "The requester asked for detailed GCSE attainment statistics for 2017-18 across Isle of Man secondary schools, specifically excluding half-GCSEs and breaking down results by the number of passes (5 to 11+). The Department of Education provided aggregate Level 2 qualification data (including GCSEs) for 5 passes but refused the request for specific breakdowns of 6 to 11+ passes, citing that the information does not exist and creating it would require substantial analysis.", "key_facts": [ "The Department does not separate GCSE results from other Level 2 qualifications (SQA, BTEC, NVQ) in its analysis.", "Data for pupils achieving 6 to 11 or more GCSEs is not held by the Department or the schools.", "The request for specific GCSE counts was partially refused under Section 11(3)(b) of the FoI Act as it would require creating or deriving information.", "The Department committed to publishing the analysis of 2017/18 Level 2 results by the end of the school term.", "The case outcome was 'Upheld - partial' following an appeal process." ], "data_mentioned": [ "2017-18", "2018-11-07", "2019-01-04", "3rd December 2018", "58.0% of 196 pupils", "54.4% of 125 pupils", "67.8% of 121 pupils", "55.7% of 149 pupils", "57.3% of 225 pupils", "648865" ], "exemptions_cited": [ "Section 11(3)(b) of the FoI Act", "Section 8(3) of the FoI Act (creation or derivation of information, research, analysis, substantial compilation)" ], "tables": [ { "headers": [ "High School", "Pupils with A*-C grades" ], "rows": [ [ "Ballakermeen", "58.0% of 196 pupils" ], [ "Castle Rushen", "54.4% of 125 pupils" ], [ "Queen Elizabeth II", "67.8% of 121 pupils" ], [ "Ramsey Grammar", "55.7% of 149 pupils" ], [ "St Ninian’s", "57.3% of 225 pupils" ] ], "row_count": 5, "col_count": 2 } ] }, { "case_id": 740265, "title": "Drafting instructions for the new Education Bill", "authority": "Department of Education, Sport and Culture", "date_received": "2019-02-25", "outcome": "Upheld - partial", "summary": "A request was made for drafting instructions, correspondence, and legal advice regarding the new Education Bill, specifically concerning increased departmental powers and human rights impacts. The Department of Education, Sport and Culture partially upheld the request, releasing extracts of drafting instructions, correspondence, and draft bill text, while withholding specific legal advice and impact studies.", "key_facts": [ "The request was received on 2019-02-25 and the outcome was determined on 2019-05-22.", "The response included 77 pages across 15 documents.", "Extracts of correspondence between the Department and the drafter were released, covering drafts from July to December 2018.", "Specific legal advice requested regarding the increase of scope and powers was not disclosed in the provided text.", "The response included text from the 'Education Bill 2018 – Draft 30 July 2018' outlining principles of education and enforcement notices." ], "data_mentioned": [ "2019-02-25", "2019-05-22", "77", "15", "30 July 2018", "18 9 18", "10 October 2018", "16 10 18", "28 October 2018", "31 10 18", "12 November 2018", "21 November 2018", "3 December 2018", "5 12 18", "11 November 2018", "16 11 18", "2001" ], "exemptions_cited": [], "tables": [ { "headers": [ "[Is it possible to insert at this point?]", "[The Department may issue regulations to assist in", "", "" ], "rows": [ [ "determining if a child is receiving a suitable education]", "", "", "[and then renumber the following. I" ], [ "suspect that if we insert this it will be necessary to expand on what we expect from this but", "", "", "" ], [ "you will be able to advise. We have realised that not only would we need to consider Home", "", "", "" ], [ "Educated children but off-Island provision for children in hospitals for example, or secure", "", "", "" ], [ "unit provision, hospital provision on Island, and possibly even private schools]", "", "", "" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "(2) The Department may provide advice and information [ ] to a parent of a child receiving", "", "" ], "rows": [ [ "", "elective home education if that parent requests such advice or information in relation to their", "" ], [ "", "obligations under this section.", "[see point (2) below – could aspects of this be incorporated" ], [ "", "here and be of the form ‘may’ rather than ‘must’].", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "" ], "rows": [ [ "(1) The Department must carry out a periodic assessment of the educational development" ], [ "" ], [ "of each child in the Island receiving home education." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "" ], "rows": [ [ "(4) The Department must carry out an annual assessment of the educational development" ], [ "" ], [ "of each child receiving home education." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "" ], "rows": [ [ "In this Act “home education” means education provided to a child in accordance with a" ], [ "" ], [ "decision by the child’s parent to arrange for the child to be educated otherwise than at a" ], [ "" ], [ "school or college." ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "", "" ], "rows": [ [ "(3) The Department must maintain a register of children in respect of whom the Department is", "" ], [ "", "" ], [ "", "notified under section [Duty to notify Department of arrangements] that the child is being" ], [ "", "" ], [ "", "home educated." ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "", "There was a" ], "rows": [ [ "request to try and have a simpler process to hold people to account if they are seeking to", "" ], [ "‘play the system’ in terms of stringing the process out and then ultimately turning up in", "" ], [ "court and saying ‘here is the evidence of what we are doing educationally with our", "" ], [ "children’.", "" ] ], "row_count": 4, "col_count": 2 } ] }, { "case_id": 745665, "title": "Use of Sniffer Dogs in Educational Establishments", "authority": "Isle of Man Constabulary", "date_received": "2019-02-27", "outcome": "Request lapsed - requested information not provided", "summary": "The request sought data on sniffer dog searches for illegal substances in Isle of Man schools over five years, but the response was marked as lapsed despite providing a table of recorded searches under PPP8. The Constabulary noted that most searches were voluntary and no drugs were found.", "key_facts": [ "The request was received on 2019-02-27 and lapsed on 2019-02-28.", "Searches were recorded under Police Powers and Procedures Act section 8 (PPP8).", "All recorded school searches in the period were conducted by the Dog Section.", "For all but one search, the object was recorded as 'Voluntary Search' rather than explicitly for drugs.", "No illegal substances were found in any of the searches listed." ], "data_mentioned": [ "2014", "2015", "2016", "2017", "2018", "11", "8", "1", "2019-02-27", "2019-02-28", "745665" ], "exemptions_cited": [], "tables": [ { "headers": [ "Address", "2014", "2015", "2016", "2017", "2018", "Grand\nTotal" ], "rows": [ [ "BALLAKERMEEN HIGH SCHOOL ST\nCATHERINES DRIVE IM1 4BE", "", "", "", "", "1", "1" ], [ "CASTLE RUSHEN HIGH SCHOOL\nARBORY ROAD IM9 1RE", "", "", "", "1", "3", "4" ], [ "QUEEN ELIZABETH II HIGH SCHOOL\n(Q E II) DOUGLAS ROAD IM51RD", "", "", "1", "", "2", "3" ], [ "RAMSEY GRAMMAR SCHOOL,\nRAMSEY", "", "", "1", "", "", "1" ], [ "ST NINIANS HIGH SCHOOL\nBALLAQUAYLE ROAD IM2 5RA", "", "", "", "", "1", "1" ], [ "IOM COLLEGE HOMEFIELD ROAD\nIM26RB", "", "", "", "", "1", "1" ], [ "", "0", "0", "2", "1", "8", "11" ] ], "row_count": 7, "col_count": 7 } ] }, { "case_id": 746968, "title": "Student numbers taking GSCE and A Level foreign language", "authority": "Department of Education, Sport and Culture", "date_received": "2019-02-28", "outcome": "All information sent", "summary": "The request sought student numbers for modern foreign languages at GCSE and A Level across Isle of Man schools from 2011 to 2019. The Department of Education, Sport and Culture disclosed all requested data, providing breakdowns by school and year for GCSE, AS, and A Level qualifications.", "key_facts": [ "Data covers five schools: BHS, CRHS, QEII, RGS, and SNHS.", "GCSE figures show a general decline in student numbers from 2011 to 2019 across most schools.", "AS and A Level data for the 2020 academic year was marked as 'Not available'.", "The 2020 GCSE figures represent Year 10 students from the 2018-19 academic year.", "The request was received on 2019-02-28 and fully answered by 2019-03-27." ], "data_mentioned": [ "2011", "2019", "2020", "124", "79", "148", "108", "0", "8", "5", "6", "2019-02-28", "2019-03-27", "746968" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "2011", "2012", "2013", "2014", "2015", "2016", "2017", "2018", "2019", "2020*" ], "rows": [ [ "BHS", "", "", "", "", "", "", "", "", "", "" ], [ "CRHS", "124", "128", "129", "81", "79", "57", "55", "66", "65", "61" ], [ "QEII", "79", "75", "68", "43", "53", "25", "33", "32", "28", "24" ], [ "RGS", "72", "79", "94", "85", "82", "78", "81", "62", "74", "56" ], [ "SNHS", "148", "74", "96", "76", "91", "87", "62", "51", "37", "33" ] ], "row_count": 5, "col_count": 11 }, { "headers": [ "School", "2011", "2012", "2013", "2014", "2015", "2016", "2017", "2018", "2019", "2020" ], "rows": [ [ "BHS", "", "", "", "", "", "", "", "", "", "" ], [ "CRHS", "0", "1", "0", "2", "1", "2", "8", "4", "10", "Not\navailable" ], [ "QEII", "5", "4", "2", "2", "0", "0", "2", "3", "1", "Not\navailable" ], [ "RGS", "1", "1", "2", "1", "3", "1", "1", "2", "3", "Not\navailable" ], [ "SNHS", "1", "1", "1", "1", "0", "5", "4", "5", "6", "Not\navailable" ] ], "row_count": 5, "col_count": 11 }, { "headers": [ "School", "2011", "2012", "2013", "2014", "2015", "2016", "2017", "2018", "2019", "2020" ], "rows": [ [ "BHS", "", "", "", "", "", "", "", "", "", "" ], [ "CRHS", "8", "3", "6", "3", "7", "8", "0", "3", "2", "Not\nAvailable" ], [ "QEII", "5", "5", "5", "1", "3", "2", "2", "2", "2", "Not\navailable" ], [ "RGS", "0", "8", "5", "2", "4", "2", "3", "2", "2", "Not\navailable" ], [ "SNHS", "5", "7", "6", "2", "7", "3", "3", "4", "5", "Not\navailable" ] ], "row_count": 5, "col_count": 11 } ] }, { "case_id": 760265, "title": "Value Added KS1-2 & related SSRE Assessment", "authority": "Department of Education, Sport and Culture", "date_received": "2019-03-11", "outcome": "Some information sent but not all held", "summary": "A request was made for Value Added KS1-2 progress data and SSRE assessment definitions for Isle of Man primary schools over the last five years. The Department of Education disclosed that most schools do not collate the specific 'more than 6 sub levels' progress data, though limited statistics were provided for Andreas, Ballasalla, and Bunscoill Ghaelgagh.", "key_facts": [ "The majority of primary schools do not collate data on the percentage of children making more than 6 sub levels of progress.", "Average number of levels of progress from KS1 to KS2 is not collated by any of the listed schools.", "Bunscoill Ghaelgagh lacks Reading, Writing, and Speaking & Listening data for KS1 to KS2 as English lessons do not start until KS2.", "Data for Andreas school was available for years 2016, 2017, and 2018, but not for 2014 or 2015.", "Ballasalla data for 2017 and 2018 was not broken down into the specific 'more than 6 sub levels' category requested." ], "data_mentioned": [ "2019-03-11", "2019-04-05", "760265", "67%", "27%", "33%", "13%", "56%", "78%", "72%", "73%", "53%", "60%", "15", "18", "9", "7", "100%", "14%", "50%" ], "exemptions_cited": [], "tables": [ { "headers": [ "Year", "Reading", "Writing", "S&L", "Maths", "Science", "Cohort" ], "rows": [ [ "End", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "2014", "", "", "", "", "", "" ], [ "2015", "", "", "", "", "", "" ], [ "2016", "67%", "27%", "33%", "33%", "13%", "15" ], [ "2017", "56%", "78%", "56%", "72%", "67%", "18" ], [ "", "", "", "", "", "", "" ], [ "2018", "73%", "53%", "73%", "73%", "60%", "15" ] ], "row_count": 8, "col_count": 7 }, { "headers": [ "More than 6 Sublevels progress", "", "", "", "", "", "", "" ], "rows": [ [ "Year", "Literacy", "Reading", "Writing", "S&L", "Maths", "Science", "Cohort" ], [ "End", "", "", "", "", "", "", "" ], [ "2014", "", "", "", "", "", "", "" ], [ "2015", "33%", "33%", "33%", "11%", "55%", "9%", "9" ], [ "2016", "57%", "100%", "71%", "28%", "14%", "7%", "7" ], [ "2017", "", "", "", "", "", "", "" ], [ "2018", "", "", "", "", "", "", "" ] ], "row_count": 7, "col_count": 8 } ] }, { "case_id": 784565, "title": "Education data", "authority": "Department of Education, Sport and Culture", "date_received": "2019-04-02", "outcome": "All information sent", "summary": "A request was made for statistics on educational enforcement actions (Notices to Satisfy, School Attendance Orders, and fines) between 2011 and 2019, separated by home education and school register status. The Department of Education, Sport and Culture disclosed that while 4 Notices to Satisfy were issued to home educators and 63 fines to school-registered children, no School Attendance Orders were issued to either group.", "key_facts": [ "The request covered the period from 2011 to 2019.", "Four Notices to Satisfy were issued to home educators.", "No Notices to Satisfy were issued to children on a school register.", "No School Attendance Orders were issued to either home educators or school-registered children.", "Sixty-three fixed penalty notices were issued to parents of children on a school register." ], "data_mentioned": [ "2011", "2019", "4", "0", "63", "£1000", "2019-04-02", "2019-05-01", "784565" ], "exemptions_cited": [], "tables": [ { "headers": [ "Category", "Home Education", "School Register" ], "rows": [ [ "Notice to Satisfy", "4", "0" ], [ "School Attendance Orders", "0", "0" ], [ "Fixed Penalty Notice", "0", "63" ] ], "row_count": 3, "col_count": 3 } ] }, { "case_id": 797365, "title": "DESC SLT meeting held on or around 19 September 2018", "authority": "Department of Education, Sport and Culture", "date_received": "2019-04-15", "outcome": "Some information sent but not all held", "summary": "The requester sought documents regarding a Department of Education, Sport and Culture Senior Leadership Team meeting held on 19 September 2018, including agendas, minutes, and correspondence. The authority responded with a partial disclosure, providing a section of an email dated 18 September 2018 containing draft legislative text on parental duties and compulsory school age, while noting that not all requested information was held.", "key_facts": [ "The request targeted a DESC SLT meeting held on or around 19 September 2018.", "The authority disclosed a section of an email sent to attendees on 18 September 2018.", "The disclosed text contains draft legislation regarding parental duty to arrange education and register children at school.", "The response indicates that some requested information was not held by the authority.", "The draft legislation discusses potential fines of up to £1,000 for failing to notify the Department of education arrangements." ], "data_mentioned": [ "19 September 2018", "18 September 2018", "fifth birthday", "3 months", "21 days", "£1,000", "6 months", "2 years", "section 24A", "EA 2001" ], "exemptions_cited": [], "tables": [ { "headers": [ "(1) Where a child of compulsory school age is not a registered pupil at a", "", "", "" ], "rows": [ [ "", "provided school, maintained school or special school, the parent", "", "[does" ], [ "", "the term ‘parent’ cover the situations described in point 2]", "of the child", "" ], [ "", "must notify the Department in writing of the arrangements made for", "", "" ], [ "", "the child to receive education.", "", "" ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "this but you will be able to advise. We have realised that not only would we" ], "rows": [ [ "need to consider Home Educated children but off-Island provision for children" ], [ "in hospitals for example, or secure unit provision, hospital provision on Island," ], [ "and possibly even private schools]" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "(6) A parent who, without reasonable excuse, fails to give a notification", "" ], "rows": [ [ "", "under subsection (1) within the time allowed by subsection (3)(a) is" ], [ "", "guilty of an offence and liable on summary conviction to a fine not" ], [ "", "exceeding £1,000." ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "(7) A person who, without reasonable excuse, fails to comply with a notice", "", "" ], "rows": [ [ "", "under subsection (3)(b) is guilty of an offence and liable on summary", "" ], [ "", "conviction to a fine not exceeding £1,000.", "[this would need amending to" ], [ "", "reflect the standard scale – level 3?]", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "(10) For the purpose of subsection (7), a certificate signed on behalf of the", "" ], "rows": [ [ "", "Department as to the date on which such evidence as is mentioned in" ], [ "", "subsection (7)(a) came to its knowledge shall be conclusive evidence" ], [ "", "thereof; and a certificate purporting to be so signed shall be deemed to" ], [ "", "be so signed until the contrary is proved.15" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "[Is it possible to insert at this point?]", "[The Department may issue regulations to assist in", "", "" ], "rows": [ [ "determining if a child is receiving a suitable education]", "", "", "[and then renumber the following. I" ], [ "suspect that if we insert this it will be necessary to expand on what we expect from this but", "", "", "" ], [ "you will be able to advise. We have realised that not only would we need to consider Home", "", "", "" ], [ "Educated children but off-Island provision for children in hospitals for example, or secure", "", "", "" ], [ "unit provision, hospital provision on Island, and possibly even private schools]", "", "", "" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "Redacted", "", "", "", "" ], "rows": [ [ "18 September 2018 17:45", "", "", "", "" ], [ "Redacted", "", "", "", "" ], [ "RE: Draft Education Bill 30 July 2018 Revised document", "", "", "Red", "" ] ], "row_count": 3, "col_count": 5 }, { "headers": [ "Redacted", "", "", "" ], "rows": [ [ "07 September 2018 09:08", "", "", "" ], [ "Redacted", "", "", "" ], [ "Redacted", "", "", "" ], [ "Re: Education Bill - IOM", "", "", "" ] ], "row_count": 4, "col_count": 4 } ] }, { "case_id": 799765, "title": "Home Education Numbers", "authority": "Department of Education, Sport and Culture", "date_received": "2019-04-16", "outcome": "Upheld - partial", "summary": "The request sought current home education statistics and details on children removed from the register, including ages and compulsory school status. The Department disclosed total family and child counts but withheld specific age data for removed children due to prior deletion of records following parental requests.", "key_facts": [ "There are 98 families providing home education.", "There are 152 children being home educated.", "The Department received contact from parents in the last two months requesting removal from the register.", "Specific data on the number, ages, and compulsory school status of removed children was not provided because it had been deleted from records.", "Parents are legally required to notify the Department of changes in circumstances under Section 24A of the Education Act." ], "data_mentioned": [ "98", "152", "2019-04-16", "2019-05-16", "2019-07-04", "799765", "16", "Section 24A", "Article 5" ], "exemptions_cited": [ "Information removed from records per parental request", "Data Protection Act 2018 requirements to erase inaccurate data" ], "tables": [ { "headers": [ "Category", "Details" ], "rows": [ [ "Number of families providing home education", "98" ], [ "Number of children being home educated", "152" ] ], "row_count": 2, "col_count": 2 } ] }, { "case_id": 801366, "title": "(i)GCSE Grade C(+) attainment from known KS2 starting point", "authority": "Department of Education, Sport and Culture", "date_received": "2019-04-24", "outcome": "Some information sent but not all held", "summary": "The requester sought detailed analysis of pupil progression from specific KS2 starting points to GCSE Grade C+ attainment across English, maths, and science for 2016-2018 cohorts. The Department of Education, Sport and Culture disclosed that it does not hold data in this specific format for most schools, citing FOI exemptions against creating new information, but provided existing data for Queen Elizabeth II High School for the 2018 cohort.", "key_facts": [ "The Department and majority of secondary schools do not collate progression data from precise KS2 starting points (e.g., 4b, 4c) to GCSE outcomes.", "Section 8(3) of the Freedom of Information Act 2015 was cited to refuse the creation or derivation of information not held in the requested format.", "Data was provided for Queen Elizabeth II High School for the 2018 cohort, covering English, Maths, and Science.", "The request covered cohorts completing KS4 in 2016, 2017, and 2018.", "The outcome was classified as 'Some information sent but not all held'." ], "data_mentioned": [ "2019-04-24", "2019-05-20", "2016", "2017", "2018", "81.51%", "36.97%", "9.24%", "74.79%", "60.16%", "19.91%", "3.31%", "0.41%", "119", "97", "89", "145", "241", "case_id: 801366" ], "exemptions_cited": [ "Section 8(3) of the Freedom of Information Act 2015 (No requirement to create or derive information)" ], "tables": [ { "headers": [ "ENGLISH", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "", "", "", "", "3 Levels", "", "4 Levels", "", "5 Levels", "" ], [ "", "G", "F", "E", "D", "C", "B", "A", "A*", "#", "#", "%", "#", "%", "#", "%" ], [ "Other", "", "", "1", "", "", "3", "1", "1", "5", "5", "100.00%", "2", "40.00%", "1", "20.00%" ], [ "2B", "", "", "1", "", "", "", "", "", "1", "1", "100.00%", "0", "0.00%", "0", "0.00%" ], [ "2A", "", "", "", "", "", "", "", "", "0", "0", "0.00%", "0", "0.00%", "0", "0.00%" ], [ "3C", "", "", "", "1", "", "", "", "", "1", "1", "100.00%", "0", "0.00%", "0", "0.00%" ], [ "3B", "", "", "1", "", "", "", "", "", "1", "0", "0.00%", "0", "0.00%", "0", "0.00%" ], [ "3A", "", "", "1", "", "1", "", "", "", "2", "1", "50.00%", "1", "50.00%", "0", "0.00%" ], [ "4C", "", "", "2", "2", "6", "1", "1", "", "12", "8", "66.67%", "2", "16.67%", "1", "8.33%" ], [ "4B", "", "", "2", "9", "15", "3", "", "", "29", "18", "62.07%", "3", "10.34%", "0", "0.00%" ], [ "4A", "", "", "", "1", "13", "11", "5", "", "30", "29", "96.67%", "16", "53.33%", "5", "16.67%" ], [ "5C", "", "", "", "", "4", "10", "8", "4", "26", "22", "84.62%", "12", "46.15%", "4", "15.38%" ], [ "5B", "", "", "", "", "", "4", "8", "", "12", "12", "100.00%", "8", "66.67%", "0", "0.00%" ], [ "#", "", "", "7", "13", "39", "32", "23", "5", "119", "97", "81.51%", "44", "36.97%", "11", "9.24%" ] ], "row_count": 14, "col_count": 16 }, { "headers": [ "MATHS", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "", "", "", "", "3 Levels", "", "4 Levels", "", "5 Levels", "", "6 Levels", "" ], [ "", "G", "F", "E", "D", "C", "B", "A", "A*", "#", "#", "%", "#", "%", "#", "%", "#", "%" ], [ "Other", "1", "", "", "1", "", "2", "1", "1", "4", "4", "100.00%", "2", "50.00%", "1", "25.00%", "0", "0.00%" ], [ "2B", "1", "", "", "", "", "", "", "", "1", "0", "0.00%", "0", "0.00%", "0", "0.00%", "0", "0.00%" ], [ "2A", "", "", "", "", "", "", "", "", "0", "0", "0.00%", "0", "0.00%", "0", "0.00%", "0", "0.00%" ], [ "3C", "1", "", "", "", "", "", "", "", "1", "0", "0.00%", "0", "0.00%", "0", "0.00%", "0", "0.00%" ], [ "3B", "2", "", "", "", "1", "", "", "", "3", "1", "33.33%", "1", "33.33%", "0", "0.00%", "0", "0.00%" ], [ "3A", "", "1", "1", "1", "1", "", "", "", "4", "2", "50.00%", "1", "25.00%", "0", "0.00%", "0", "0.00%" ], [ "4C", "", "1", "1", "2", "9", "1", "", "", "14", "10", "71.43%", "1", "7.14%", "0", "0.00%", "0", "0.00%" ], [ "4B", "", "1", "2", "6", "17", "2", "2", "", "30", "21", "70.00%", "4", "13.33%", "2", "6.67%", "0", "0.00%" ], [ "4A", "1", "", "4", "3", "9", "3", "5", "1", "26", "18", "69.23%", "9", "34.62%", "6", "23.08%", "1", "3.85%" ], [ "5C", "", "", "", "", "3", "6", "15", "4", "28", "25", "89.29%", "19", "67.86%", "4", "14.29%", "0", "0.00%" ], [ "5B", "", "", "", "", "", "1", "2", "4", "7", "7", "100.00%", "6", "85.71%", "4", "57.14%", "0", "0.00%" ], [ "5A", "", "", "", "", "", "", "1", "", "1", "1", "100.00%", "1", "100.00%", "0", "0.00%", "0", "0.00%" ], [ "#", "5", "3", "8", "12", "40", "15", "26", "10", "119", "89", "74.79%", "44", "36.97%", "17", "14.29%", "1", "0.84%" ] ], "row_count": 15, "col_count": 18 }, { "headers": [ "SCIENCE", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "", "", "", "", "3 Levels", "", "4 Levels", "", "5 Levels", "", "6 Levels", "" ], [ "", "G", "F", "E", "D", "C", "B", "A", "A*", "#", "#", "%", "#", "%", "#", "%", "#", "%" ], [ "Other", "3", "1", "", "2", "2", "5", "", "2", "15", "7", "46.70%", "0", "0.00%", "2", "13.33%", "0", "0.00%" ], [ "3A", "", "1", "", "", "", "", "", "", "1", "0", "0.00%", "0", "0.00%", "0", "0.00%", "0", "0.00%" ], [ "3B", "", "2", "", "", "", "", "", "", "2", "0", "0.00%", "0", "0.00%", "0", "0.00%", "0", "0.00%" ], [ "4C", "1", "5", "4", "7", "14", "2", "", "", "33", "16", "48.48%", "2", "6.06%", "0", "0.00%", "0", "0.00%" ], [ "4B", "4", "4", "5", "14", "34", "6", "", "", "67", "40", "59.70%", "6", "8.95%", "0", "0.00%", "0", "0.00%" ], [ "4A", "", "4", "8", "8", "28", "11", "5", "1", "65", "45", "69.23%", "17", "26.15%", "6", "9.23%", "1", "1.53%" ], [ "5C", "", "", "", "5", "6", "16", "11", "", "38", "27", "71.05%", "22", "57.89%", "0", "0.00%", "0", "0.00%" ], [ "5B", "", "", "", "", "9", "10", "1", "", "20", "10", "50.00%", "1", "5.00%", "0", "0.00%", "0", "0.00%" ], [ "#", "8", "17", "17", "36", "93", "50", "17", "3", "241", "145", "60.16%", "48", "19.91%", "8", "3.31%", "1", "0.41%" ] ], "row_count": 11, "col_count": 18 } ] }, { "case_id": 806365, "title": "Sections in the Education Bill 2019 for HE - not consulted", "authority": "Department of Education, Sport and Culture", "date_received": "2019-04-29", "outcome": "Some information sent but not all held", "summary": "A request was made for details on sections of the Education Bill 2019 affecting home educators and confirmation of their inclusion in consultations. The Department of Education, Sport and Culture responded with a partial disclosure, providing the consultation document but indicating not all requested information was held.", "key_facts": [ "The request targeted sections of the Education Bill 2019 specifically affecting home educators.", "The Department of Education, Sport and Culture stated that not all requested information was held.", "The response included a 29-page consultation document regarding the new Education Bill.", "The Education Council and Religious Education Advisory Council are set to cease to exist under the new Bill.", "Religious Education is proposed to become a compulsory school subject." ], "data_mentioned": [ "Education Bill 2019", "Education Act 2001", "2004", "2009", "2019-04-29", "2019-05-24", "24/01/2019", "33 pages", "2 documents", "29 pages", "IM0" ], "exemptions_cited": [], "tables": [ { "headers": [ "Question", "Options" ], "rows": [ [ "Are you responding on behalf of an organisation?", "Yes No" ], [ "Do you live on the Isle of Man?", "Yes No" ], [ "May we publish your response?", "Yes, you can publish my response in full Yes, you may publish my response anonymously No, please do not publish my response" ], [ "Do you agree that these principles are sufficient to underpin the education system of the Isle of Man now and in the future?", "agree neither agree or disagree disagree" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "Principle Letter", "Description" ], "rows": [ [ "a", "that each child and young person should be enabled to receive an education that helps them to make appropriate progress and to become a fulfilled and valued member of society" ], [ "b", "that the mainstream educational system should so far as possible reflect and implement the AEN principles (see section [AEN principles])" ], [ "c", "that education in the Island should include provision for vocational and other practical training so far as possible" ], [ "d", "that education in the Island should include provision for life-long learning so far as possible" ], [ "e", "that children, young persons and their parents should have a reasonable degree of influence over the kind of education which is provided to them" ], [ "f", "that the educational system should support the cultural integrity and identity of the Island" ], [ "g", "that the educational system should support the development of a diverse society based on mutual respect" ], [ "h", "that providers of education in or for the Island should make appropriate use of developing technology, including facilities for remote and virtual education" ], [ "i", "that education in the Island should be provided economically, effectively and efficiently" ] ], "row_count": 9, "col_count": 2 } ] }, { "case_id": 808066, "title": "External Moderation of Primary School Teacher Assessments", "authority": "Department of Education, Sport and Culture", "date_received": "2019-05-01", "outcome": "Some information sent but part exempt", "summary": "The requester sought details on external moderation of primary school teacher assessments, including policies, visit numbers, and specific grading results over three years. The authority provided sample moderation letters for Science and Maths but withheld specific statistical data and results, citing partial exemptions.", "key_facts": [ "The Department of Education, Sport and Culture conducts external moderation visits to ensure consistency in pupil assessments across Island schools.", "Moderation visits for Science and Maths focus on summative assessment snapshots rather than complete portfolios.", "Each visit typically involves reviewing work from four pupils (two at level 2a/2b and two at level 4a/4b).", "Moderators meet with pupils for 20-30 minutes to discuss their work and gain insight into attainment levels.", "Written feedback summaries are sent to schools within 10 working days after the visit." ], "data_mentioned": [ "2016-17", "2017-18", "level 2a", "level 4a", "level 2b", "level 4b", "10 minutes", "20-30 minutes", "10 working days", "four pupils", "2019-05-01", "2019-05-29" ], "exemptions_cited": [], "tables": [ { "headers": [ "Component", "Description" ], "rows": [ [ "", "Teachers make day-to-day professional judgments on" ], [ "Ongoing", "" ], [ "", "children’s progress and attainment to inform next steps" ], [ "assessment", "" ], [ "", "in learning." ], [ "", "" ], [ "", "A professional development activity where teachers" ], [ "", "secure their understanding of levels of attainment." ], [ "Standardisation", "" ], [ "", "Where there are differences, teachers must review their" ], [ "", "judgments and align them with level descriptors." ], [ "", "" ], [ "", "Following standardisation, teachers make informed" ], [ "Teacher", "" ], [ "", "judgments about children’s levels of attainment with" ], [ "assessment", "" ], [ "", "reference to the level descriptors." ], [ "", "" ], [ "", "With colleagues, teachers use the writing level" ], [ "", "descriptions to review a selection of the judgments and" ], [ "School / cluster", "supporting evidence to check their accuracy and" ], [ "moderation", "consistency, to ensure that all judgments are in line with" ], [ "", "expected standards and may require revisiting all" ], [ "", "previous teacher assessment judgments." ], [ "", "Visits by external moderators to review teachers’" ], [ "", "judgments, across the range of attainment to ensure that" ], [ "External", "teacher assessments are accurate and in line with" ], [ "moderation", "expected standards. Moderators will feedback back" ], [ "", "findings and discuss the range of evidence with the" ], [ "", "literacy coordinator." ] ], "row_count": 30, "col_count": 2 } ] }, { "case_id": 852165, "title": "KS1 Attainment & Cohort Data 2015-2018", "authority": "Department of Education, Sport and Culture", "date_received": "2019-06-12", "outcome": "All information sent", "summary": "The request sought Key Stage 1 attainment percentages and cohort sizes for Isle of Man primary schools for academic years 2015-2018. The Department of Education, Sport and Culture disclosed all requested information, providing detailed data tables for 2015 and 2016 covering reading, writing, speaking, mathematics, and science.", "key_facts": [ "The request covered Key Stage 1 attainment data for the academic years ending 2015, 2016, 2017, and 2018.", "Data was requested for all island primary schools including cohort sizes and percentage attainment at Levels 1, 2, and 3+.", "The authority responded with full disclosure of the information, sending 6 pages across 2 documents.", "The response included specific breakdowns for subjects: Reading, Writing, Speaking & Listening, Mathematics, and Science.", "The Local Education Authority (LEA) total cohort for 2015 was 915 pupils." ], "data_mentioned": [ "2015-2018", "2019-06-12", "2019-07-11", "6 pages", "2 documents", "915 pupils", "Level 1", "Level 2", "Level 3+", "Year 2" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "", "Speaking & listening", "", "", "Reading", "", "", "Writing", "", "", "Mathematics", "", "", "Science", "", "" ], "rows": [ [ "", "Pupil No.", "L1", "L2", "L3+", "L1", "L2", "L3+", "L1", "L2", "L3+", "L1", "L2", "L3+", "L1", "L2", "L3+" ], [ "Anagh Coar Primary School", "16", "37.5%", "62.5%", "0.0%", "43.8%", "25.0%", "31.3%", "18.8%", "56.3%", "25.0%", "6.3%", "93.8%", "0.0%", "6.3%", "93.8%", "0.0%" ], [ "Andreas School", "17", "5.9%", "94.1%", "0.0%", "17.6%", "82.4%", "0.0%", "5.9%", "94.1%", "0.0%", "5.9%", "94.1%", "0.0%", "0.0%", "100.0%", "0.0%" ], [ "Arbory Primary School", "31", "3.2%", "67.7%", "29.0%", "3.2%", "45.2%", "51.6%", "3.2%", "64.5%", "32.3%", "6.5%", "58.1%", "35.5%", "3.2%", "58.1%", "38.7%" ], [ "Ashley Hill Primary School", "35", "0.0%", "85.7%", "11.4%", "2.9%", "80.0%", "14.3%", "2.9%", "80.0%", "14.3%", "5.7%", "71.4%", "20.0%", "0.0%", "71.4%", "25.7%" ], [ "Ballacottier Primary School", "40", "2.5%", "75.0%", "17.5%", "7.5%", "62.5%", "25.0%", "7.5%", "77.5%", "10.0%", "5.0%", "67.5%", "22.5%", "2.5%", "67.5%", "25.0%" ], [ "Ballasalla Primary school", "15", "0.0%", "100.0%", "0.0%", "26.7%", "46.7%", "26.7%", "0.0%", "93.3%", "6.7%", "6.7%", "86.7%", "6.7%", "6.7%", "93.3%", "0.0%" ], [ "Ballaugh Primary School", "11", "0.0%", "81.8%", "18.2%", "0.0%", "90.9%", "9.1%", "0.0%", "90.9%", "9.1%", "0.0%", "90.9%", "9.1%", "0.0%", "100.0%", "0.0%" ], [ "Braddan Primary School", "26", "0.0%", "80.8%", "19.2%", "0.0%", "57.7%", "42.3%", "0.0%", "88.5%", "11.5%", "3.8%", "84.6%", "11.5%", "0.0%", "69.2%", "30.8%" ], [ "Bunscoill Ghaelgagh", "5", "0.0%", "100.0%", "0.0%", "60.0%", "40.0%", "0.0%", "0.0%", "100.0%", "0.0%", "40.0%", "60.0%", "0.0%", "0.0%", "100.0%", "0.0%" ], [ "Bunscoill Rhumsaa", "73", "4.1%", "86.3%", "8.2%", "20.5%", "26.0%", "52.1%", "11.0%", "78.1%", "9.6%", "12.3%", "80.8%", "5.5%", "2.7%", "76.7%", "19.2%" ], [ "Cronk Y Berry School", "56", "5.4%", "76.8%", "5.4%", "10.7%", "53.6%", "23.2%", "16.1%", "66.1%", "5.4%", "5.4%", "73.2%", "10.7%", "7.1%", "80.4%", "0.0%" ], [ "Dhoon School", "11", "9.1%", "81.8%", "9.1%", "36.4%", "27.3%", "36.4%", "18.2%", "63.6%", "18.2%", "9.1%", "54.5%", "36.4%", "0.0%", "63.6%", "36.4%" ], [ "Foxdale Primary", "8", "0.0%", "37.5%", "62.5%", "0.0%", "37.5%", "50.0%", "0.0%", "50.0%", "37.5%", "12.5%", "50.0%", "37.5%", "0.0%", "25.0%", "75.0%" ], [ "Henry Bloom Noble Primary School", "35", "0.0%", "74.3%", "25.7%", "31.4%", "45.7%", "22.9%", "2.9%", "82.9%", "14.3%", "5.7%", "71.4%", "22.9%", "0.0%", "65.7%", "34.3%" ], [ "Jurby Community School", "9", "0.0%", "88.9%", "11.1%", "0.0%", "55.6%", "44.4%", "0.0%", "77.8%", "22.2%", "0.0%", "77.8%", "22.2%", "0.0%", "100.0%", "0.0%" ], [ "Kewaigue School", "23", "0.0%", "60.9%", "39.1%", "13.0%", "34.8%", "52.2%", "0.0%", "60.9%", "39.1%", "4.3%", "65.2%", "26.1%", "0.0%", "87.0%", "13.0%" ], [ "Laxey School", "33", "0.0%", "57.6%", "42.4%", "3.0%", "54.5%", "42.4%", "0.0%", "66.7%", "33.3%", "0.0%", "60.6%", "39.4%", "0.0%", "36.4%", "63.6%" ], [ "Manor Park Primary", "12", "16.7%", "75.0%", "8.3%", "41.7%", "50.0%", "8.3%", "33.3%", "66.7%", "0.0%", "8.3%", "91.7%", "0.0%", "16.7%", "83.3%", "0.0%" ], [ "Marown Primary School", "29", "10.3%", "89.7%", "0.0%", "3.4%", "41.4%", "55.2%", "0.0%", "89.7%", "10.3%", "0.0%", "72.4%", "27.6%", "0.0%", "86.2%", "13.8%" ], [ "MICHAEL PRIMARY", "10", "20.0%", "80.0%", "0.0%", "20.0%", "70.0%", "0.0%", "20.0%", "80.0%", "0.0%", "10.0%", "80.0%", "10.0%", "0.0%", "90.0%", "10.0%" ], [ "Onchan Primary School", "62", "6.5%", "87.1%", "4.8%", "16.1%", "48.4%", "33.9%", "8.1%", "72.6%", "17.7%", "4.8%", "83.9%", "9.7%", "3.2%", "91.9%", "1.6%" ], [ "Peel Clothworkers’ School", "52", "3.8%", "69.2%", "26.9%", "9.6%", "50.0%", "38.5%", "7.7%", "73.1%", "19.2%", "9.6%", "75.0%", "15.4%", "0.0%", "67.3%", "32.7%" ], [ "Rushen Primary School", "42", "9.5%", "73.8%", "11.9%", "16.7%", "52.4%", "26.2%", "7.1%", "52.4%", "31.0%", "7.1%", "61.9%", "23.8%", "4.8%", "73.8%", "16.7%" ], [ "Scoill Phurt le Moirrey", "20", "5.0%", "65.0%", "25.0%", "5.0%", "70.0%", "20.0%", "10.0%", "70.0%", "15.0%", "10.0%", "50.0%", "35.0%", "0.0%", "50.0%", "45.0%" ], [ "Scoill Vallajeelt", "28", "7.1%", "57.1%", "32.1%", "10.7%", "50.0%", "35.7%", "17.9%", "64.3%", "14.3%", "7.1%", "64.3%", "25.0%", "0.0%", "67.9%", "28.6%" ], [ "Scoill yn Jubilee", "54", "5.6%", "77.8%", "16.7%", "11.1%", "68.5%", "20.4%", "9.3%", "90.7%", "0.0%", "13.0%", "77.8%", "9.3%", "7.4%", "90.7%", "1.9%" ], [ "St John's School", "25", "12.0%", "68.0%", "16.0%", "20.0%", "52.0%", "24.0%", "20.0%", "68.0%", "8.0%", "4.0%", "64.0%", "28.0%", "4.0%", "60.0%", "32.0%" ], [ "St Mary’s RC Primary School", "44", "4.5%", "90.9%", "4.5%", "11.4%", "50.0%", "38.6%", "9.1%", "81.8%", "9.1%", "6.8%", "65.9%", "27.3%", "2.3%", "88.6%", "9.1%" ], [ "ST Thomas’ C E School", "11", "0.0%", "72.7%", "27.3%", "9.1%", "63.6%", "27.3%", "9.1%", "63.6%", "27.3%", "0.0%", "63.6%", "36.4%", "0.0%", "63.6%", "36.4%" ], [ "Sulby Primary School", "17", "11.8%", "52.9%", "35.3%", "23.5%", "29.4%", "47.1%", "5.9%", "58.8%", "35.3%", "23.5%", "47.1%", "29.4%", "0.0%", "52.9%", "47.1%" ], [ "Victoria Road Primary School", "34", "23.5%", "73.5%", "0.0%", "29.4%", "50.0%", "11.8%", "23.5%", "55.9%", "11.8%", "17.6%", "82.4%", "0.0%", "8.8%", "64.7%", "26.5%" ], [ "Willaston Primary School", "31", "9.7%", "67.7%", "22.6%", "29.0%", "51.6%", "19.4%", "32.3%", "58.1%", "9.7%", "22.6%", "61.3%", "16.1%", "12.9%", "77.4%", "9.7%" ] ], "row_count": 33, "col_count": 17 }, { "headers": [ "", "", "Speaking & listening", "", "", "Reading", "", "", "Writing", "", "", "Mathematics", "", "", "Science", "", "" ], "rows": [ [ "", "Pupil No.", "L1", "L2", "L3+", "L1", "L2", "L3+", "L1", "L2", "L3+", "L1", "L2", "L3+", "L1", "L2", "L3+" ], [ "Anagh Coar Primary School", "21", "0.0%", "90.5%", "4.8%", "14.3%", "61.9%", "19.0%", "23.8%", "71.4%", "0.0%", "19.0%", "76.2%", "0.0%", "0.0%", "95.2%", "0.0%" ], [ "Andreas School", "10", "20.0%", "50.0%", "20.0%", "20.0%", "40.0%", "30.0%", "20.0%", "50.0%", "20.0%", "10.0%", "60.0%", "20.0%", "10.0%", "80.0%", "0.0%" ], [ "Arbory Primary School", "22", "9.1%", "68.2%", "22.7%", "9.1%", "59.1%", "31.8%", "9.1%", "59.1%", "31.8%", "9.1%", "50.0%", "40.9%", "0.0%", "63.6%", "36.4%" ], [ "Ashley Hill Primary School", "46", "6.5%", "73.9%", "17.4%", "23.9%", "58.7%", "13.0%", "6.5%", "69.6%", "21.7%", "15.2%", "67.4%", "15.2%", "0.0%", "80.4%", "17.4%" ], [ "Ballacottier Primary School", "42", "11.9%", "73.8%", "14.3%", "9.5%", "61.9%", "21.4%", "14.3%", "71.4%", "9.5%", "7.1%", "73.8%", "14.3%", "9.5%", "76.2%", "14.3%" ], [ "Ballasalla Primary school", "18", "0.0%", "88.9%", "11.1%", "16.7%", "22.2%", "61.1%", "0.0%", "83.3%", "16.7%", "0.0%", "72.2%", "27.8%", "5.6%", "88.9%", "5.6%" ], [ "Ballaugh Primary School", "8", "0.0%", "100.0%", "0.0%", "0.0%", "62.5%", "37.5%", "0.0%", "100.0%", "0.0%", "0.0%", "87.5%", "12.5%", "0.0%", "75.0%", "25.0%" ], [ "Braddan Primary School", "28", "7.1%", "92.9%", "0.0%", "7.1%", "64.3%", "25.0%", "10.7%", "82.1%", "3.6%", "3.6%", "85.7%", "10.7%", "3.6%", "96.4%", "0.0%" ], [ "Bunscoill Ghaelgagh", "15", "73.3%", "26.7%", "0.0%", "73.3%", "26.7%", "0.0%", "66.7%", "20.0%", "0.0%", "20.0%", "66.7%", "13.3%", "0.0%", "80.0%", "20.0%" ], [ "Bunscoill Rhumsaa", "80", "17.5%", "76.3%", "3.8%", "31.3%", "41.3%", "20.0%", "20.0%", "72.5%", "5.0%", "18.8%", "73.8%", "5.0%", "6.3%", "90.0%", "2.5%" ], [ "Cronk Y Berry School", "55", "9.1%", "78.2%", "7.3%", "21.8%", "45.5%", "23.6%", "5.5%", "74.5%", "10.9%", "12.7%", "70.9%", "10.9%", "1.8%", "90.9%", "1.8%" ], [ "Dhoon School", "13", "0.0%", "76.9%", "23.1%", "7.7%", "76.9%", "15.4%", "0.0%", "92.3%", "7.7%", "0.0%", "76.9%", "23.1%", "0.0%", "92.3%", "7.7%" ], [ "Foxdale Primary", "9", "0.0%", "55.6%", "44.4%", "33.3%", "33.3%", "33.3%", "0.0%", "77.8%", "22.2%", "0.0%", "77.8%", "22.2%", "0.0%", "33.3%", "66.7%" ], [ "Henry Bloom Noble Primary School", "33", "15.2%", "81.8%", "0.0%", "30.3%", "54.5%", "6.1%", "15.2%", "69.7%", "12.1%", "3.0%", "93.9%", "0.0%", "6.1%", "78.8%", "9.1%" ], [ "Jurby Community School", "11", "18.2%", "72.7%", "9.1%", "36.4%", "27.3%", "27.3%", "27.3%", "63.6%", "9.1%", "9.1%", "81.8%", "9.1%", "0.0%", "100.0%", "0.0%" ], [ "Kewaigue School", "16", "0.0%", "100.0%", "0.0%", "31.3%", "50.0%", "18.8%", "0.0%", "100.0%", "0.0%", "0.0%", "62.5%", "37.5%", "0.0%", "68.8%", "31.3%" ], [ "Laxey School", "31", "12.9%", "35.5%", "51.6%", "9.7%", "41.9%", "45.2%", "12.9%", "51.6%", "35.5%", "3.2%", "54.8%", "41.9%", "3.2%", "61.3%", "35.5%" ], [ "Manor Park Primary", "11", "36.4%", "63.6%", "0.0%", "54.5%", "36.4%", "9.1%", "36.4%", "63.6%", "0.0%", "36.4%", "63.6%", "0.0%", "27.3%", "72.7%", "0.0%" ], [ "Marown Primary School", "30", "0.0%", "80.0%", "16.7%", "6.7%", "46.7%", "43.3%", "0.0%", "80.0%", "16.7%", "0.0%", "73.3%", "23.3%", "0.0%", "70.0%", "23.3%" ], [ "MICHAEL PRIMARY", "21", "33.3%", "52.4%", "9.5%", "23.8%", "57.1%", "14.3%", "42.9%", "57.1%", "0.0%", "23.8%", "71.4%", "4.8%", "9.5%", "76.2%", "9.5%" ], [ "Onchan Primary School", "62", "4.8%", "75.8%", "14.5%", "16.1%", "30.6%", "48.4%", "3.2%", "74.2%", "17.7%", "3.2%", "59.7%", "32.3%", "1.6%", "82.3%", "11.3%" ], [ "Peel Clothworkers’ School", "78", "7.7%", "79.5%", "11.5%", "21.8%", "53.8%", "23.1%", "11.5%", "64.1%", "21.8%", "9.0%", "65.4%", "24.4%", "6.4%", "76.9%", "15.4%" ], [ "Rushen Primary School", "35", "8.6%", "77.1%", "8.6%", "11.4%", "48.6%", "34.3%", "14.3%", "48.6%", "31.4%", "5.7%", "71.4%", "17.1%", "5.7%", "62.9%", "25.7%" ], [ "Scoill Phurt le Moirrey", "21", "14.3%", "81.0%", "0.0%", "4.8%", "81.0%", "9.5%", "14.3%", "76.2%", "4.8%", "9.5%", "61.9%", "23.8%", "0.0%", "85.7%", "9.5%" ], [ "Scoill Vallajeelt", "28", "0.0%", "60.7%", "35.7%", "7.1%", "42.9%", "46.4%", "3.6%", "71.4%", "21.4%", "0.0%", "46.4%", "50.0%", "0.0%", "60.7%", "35.7%" ], [ "Scoill yn Jubilee", "64", "7.8%", "81.3%", "9.4%", "21.9%", "50.0%", "26.6%", "20.3%", "62.5%", "15.6%", "7.8%", "79.7%", "10.9%", "7.8%", "85.9%", "3.1%" ], [ "St John's School", "27", "22.2%", "66.7%", "11.1%", "14.8%", "70.4%", "14.8%", "22.2%", "66.7%", "11.1%", "18.5%", "63.0%", "18.5%", "25.9%", "74.1%", "0.0%" ], [ "St Mary’s RC Primary School", "49", "4.1%", "85.7%", "10.2%", "12.2%", "57.1%", "26.5%", "6.1%", "81.6%", "12.2%", "10.2%", "87.8%", "2.0%", "4.1%", "79.6%", "16.3%" ], [ "ST Thomas’ C E School", "12", "0.0%", "75.0%", "25.0%", "0.0%", "58.3%", "41.7%", "0.0%", "75.0%", "25.0%", "0.0%", "41.7%", "58.3%", "0.0%", "66.7%", "33.3%" ], [ "Sulby Primary School", "29", "0.0%", "82.8%", "17.2%", "10.3%", "55.2%", "34.5%", "0.0%", "86.2%", "13.8%", "3.4%", "75.9%", "20.7%", "3.4%", "69.0%", "27.6%" ], [ "Victoria Road Primary School", "44", "11.4%", "75.0%", "13.6%", "25.0%", "47.7%", "27.3%", "11.4%", "79.5%", "9.1%", "2.3%", "81.8%", "15.9%", "0.0%", "81.8%", "18.2%" ], [ "Willaston Primary School", "27", "11.1%", "74.1%", "14.8%", "22.2%", "55.6%", "22.2%", "18.5%", "66.7%", "14.8%", "22.2%", "59.3%", "18.5%", "22.2%", "70.4%", "7.4%" ] ], "row_count": 33, "col_count": 17 }, { "headers": [ "", "", "Speaking & listening", "", "", "Reading", "", "", "Writing", "", "", "Mathematics", "", "", "Science", "", "" ], "rows": [ [ "", "Pupil No.", "L1", "L2", "L3+", "L1", "L2", "L3+", "L1", "L2", "L3+", "L1", "L2", "L3+", "L1", "L2", "L3+" ], [ "Anagh Coar Primary School", "20", "10.0%", "85.0%", "5.0%", "20.0%", "75.0%", "5.0%", "15.0%", "80.0%", "5.0%", "5.0%", "75.0%", "20.0%", "5.0%", "95.0%", "0.0%" ], [ "Andreas School", "22", "13.6%", "63.6%", "22.7%", "27.3%", "36.4%", "31.8%", "18.2%", "59.1%", "18.2%", "9.1%", "77.3%", "13.6%", "4.5%", "68.2%", "27.3%" ], [ "Arbory Primary School", "25", "4.0%", "64.0%", "32.0%", "8.0%", "48.0%", "44.0%", "0.0%", "76.0%", "24.0%", "8.0%", "64.0%", "28.0%", "0.0%", "100.0%", "0.0%" ], [ "Ashley Hill Primary School", "39", "5.1%", "64.1%", "30.8%", "20.5%", "46.2%", "33.3%", "2.6%", "79.5%", "17.9%", "0.0%", "61.5%", "38.5%", "0.0%", "64.1%", "35.9%" ], [ "Ballacottier Primary School", "39", "0.0%", "74.4%", "25.6%", "5.1%", "71.8%", "23.1%", "7.7%", "76.9%", "12.8%", "7.7%", "71.8%", "20.5%", "0.0%", "76.9%", "20.5%" ], [ "Ballasalla Primary school", "8", "12.5%", "75.0%", "12.5%", "25.0%", "50.0%", "25.0%", "25.0%", "75.0%", "0.0%", "0.0%", "62.5%", "37.5%", "0.0%", "100.0%", "0.0%" ], [ "Ballaugh Primary School", "11", "0.0%", "54.5%", "45.5%", "0.0%", "63.6%", "36.4%", "0.0%", "63.6%", "36.4%", "0.0%", "45.5%", "54.5%", "0.0%", "18.2%", "81.8%" ], [ "Braddan Primary School", "21", "14.3%", "85.7%", "0.0%", "23.8%", "57.1%", "19.0%", "9.5%", "90.5%", "0.0%", "14.3%", "71.4%", "14.3%", "0.0%", "100.0%", "0.0%" ], [ "Bunscoill Ghaelgagh", "10", "10.0%", "60.0%", "30.0%", "10.0%", "90.0%", "0.0%", "10.0%", "80.0%", "10.0%", "10.0%", "80.0%", "10.0%", "10.0%", "90.0%", "0.0%" ], [ "Bunscoill Rhumsaa", "68", "5.9%", "72.1%", "16.2%", "23.5%", "36.8%", "33.8%", "14.7%", "70.6%", "7.4%", "8.8%", "76.5%", "8.8%", "1.5%", "88.2%", "4.4%" ], [ "Cronk Y Berry School", "47", "4.3%", "53.2%", "42.6%", "6.4%", "46.8%", "46.8%", "4.3%", "74.5%", "21.3%", "0.0%", "76.6%", "23.4%", "0.0%", "83.0%", "17.0%" ], [ "Dhoon School", "10", "0.0%", "90.0%", "10.0%", "0.0%", "50.0%", "50.0%", "0.0%", "80.0%", "20.0%", "0.0%", "80.0%", "20.0%", "0.0%", "70.0%", "30.0%" ], [ "Foxdale Primary", "9", "0.0%", "100.0%", "0.0%", "0.0%", "77.8%", "22.2%", "0.0%", "88.9%", "11.1%", "0.0%", "100.0%", "0.0%", "0.0%", "88.9%", "11.1%" ], [ "Henry Bloom Noble Primary School", "61", "6.6%", "93.4%", "0.0%", "39.3%", "57.4%", "1.6%", "26.2%", "73.8%", "0.0%", "21.3%", "78.7%", "0.0%", "16.4%", "83.6%", "0.0%" ], [ "Jurby Community School", "15", "6.7%", "73.3%", "20.0%", "40.0%", "40.0%", "20.0%", "6.7%", "80.0%", "13.3%", "6.7%", "20.0%", "73.3%", "0.0%", "80.0%", "20.0%" ], [ "Kewaigue School", "13", "0.0%", "100.0%", "0.0%", "23.1%", "15.4%", "61.5%", "0.0%", "61.5%", "38.5%", "0.0%", "30.8%", "69.2%", "0.0%", "100.0%", "0.0%" ], [ "Laxey School", "24", "8.3%", "45.8%", "45.8%", "0.0%", "66.7%", "29.2%", "12.5%", "58.3%", "29.2%", "0.0%", "62.5%", "37.5%", "0.0%", "70.8%", "29.2%" ], [ "Manor Park Primary", "18", "5.6%", "77.8%", "16.7%", "16.7%", "44.4%", "38.9%", "11.1%", "88.9%", "0.0%", "16.7%", "83.3%", "0.0%", "11.1%", "88.9%", "0.0%" ], [ "Marown Primary School", "22", "0.0%", "45.5%", "54.5%", "9.1%", "36.4%", "54.5%", "0.0%", "81.8%", "18.2%", "0.0%", "81.8%", "18.2%", "0.0%", "68.2%", "31.8%" ], [ "MICHAEL PRIMARY", "17", "0.0%", "76.5%", "23.5%", "29.4%", "58.8%", "11.8%", "11.8%", "70.6%", "17.6%", "5.9%", "76.5%", "17.6%", "0.0%", "58.8%", "41.2%" ], [ "Onchan Primary School", "58", "0.0%", "69.0%", "31.0%", "5.2%", "41.4%", "53.4%", "1.7%", "79.3%", "19.0%", "0.0%", "75.9%", "24.1%", "0.0%", "67.2%", "32.8%" ], [ "Peel Clothworkers’ School", "68", "0.0%", "80.9%", "17.6%", "11.8%", "55.9%", "32.4%", "10.3%", "63.2%", "25.0%", "1.5%", "69.1%", "27.9%", "2.9%", "77.9%", "17.6%" ], [ "Rushen Primary School", "38", "7.9%", "78.9%", "13.2%", "21.1%", "57.9%", "21.1%", "15.8%", "68.4%", "15.8%", "7.9%", "71.1%", "21.1%", "0.0%", "100.0%", "0.0%" ], [ "Scoill Phurt le Moirrey", "23", "0.0%", "69.6%", "30.4%", "4.3%", "69.6%", "26.1%", "0.0%", "82.6%", "17.4%", "0.0%", "82.6%", "17.4%", "0.0%", "87.0%", "13.0%" ], [ "Scoill Vallajeelt", "25", "4.0%", "68.0%", "28.0%", "4.0%", "32.0%", "64.0%", "4.0%", "28.0%", "68.0%", "4.0%", "32.0%", "64.0%", "0.0%", "4.0%", "96.0%" ], [ "Scoill yn Jubilee", "56", "7.1%", "73.2%", "19.6%", "26.8%", "46.4%", "26.8%", "10.7%", "73.2%", "16.1%", "5.4%", "80.4%", "14.3%", "3.6%", "92.9%", "3.6%" ], [ "St John's School", "28", "10.7%", "85.7%", "0.0%", "57.1%", "35.7%", "0.0%", "32.1%", "64.3%", "0.0%", "10.7%", "85.7%", "0.0%", "0.0%", "96.4%", "0.0%" ], [ "St Mary’s RC Primary School", "51", "11.8%", "70.6%", "17.6%", "27.5%", "37.3%", "31.4%", "17.6%", "72.5%", "9.8%", "13.7%", "72.5%", "13.7%", "0.0%", "68.6%", "31.4%" ], [ "ST Thomas’ C E School", "12", "0.0%", "75.0%", "25.0%", "0.0%", "75.0%", "25.0%", "0.0%", "83.3%", "16.7%", "0.0%", "83.3%", "16.7%", "0.0%", "8.3%", "91.7%" ], [ "Sulby Primary School", "20", "10.0%", "85.0%", "5.0%", "10.0%", "75.0%", "15.0%", "10.0%", "85.0%", "5.0%", "10.0%", "75.0%", "15.0%", "10.0%", "75.0%", "15.0%" ], [ "Victoria Road Primary School", "32", "9.4%", "68.8%", "21.9%", "9.4%", "65.6%", "25.0%", "9.4%", "75.0%", "15.6%", "6.3%", "81.3%", "12.5%", "0.0%", "81.3%", "18.8%" ], [ "Willaston Primary School", "35", "0.0%", "71.4%", "28.6%", "22.9%", "60.0%", "17.1%", "22.9%", "68.6%", "8.6%", "11.4%", "74.3%", "14.3%", "0.0%", "85.7%", "14.3%" ] ], "row_count": 33, "col_count": 17 }, { "headers": [ "Primary School", "Pupil No." ], "rows": [ [ "Anagh Coar Primary School", "16" ], [ "Andreas School", "14" ], [ "Arbory Primary School", "27" ], [ "Ashley Hill Primary School", "26" ], [ "Ballacottier Primary School", "41" ], [ "Ballasalla Primary school", "11" ], [ "Ballaugh Primary School", "6" ], [ "Braddan Primary School", "25" ], [ "Bunscoill Ghaelgagh", "8" ], [ "Bunscoill Rhumsaa", "68" ], [ "Cronk Y Berry School", "44" ], [ "Dhoon School", "10" ], [ "Foxdale Primary", "17" ], [ "Henry Bloom Noble Primary School", "45" ], [ "Jurby Community School", "7" ], [ "Kewaigue School", "13" ], [ "Laxey School", "32" ], [ "Manor Park Primary", "15" ], [ "Marown Primary School", "29" ], [ "Michael Primary School", "20" ], [ "Onchan Primary School", "68" ], [ "Peel Clothworkers’ School", "62" ], [ "Rushen Primary School", "35" ], [ "Scoill Phurt le Moirrey", "25" ], [ "Scoill Vallajeelt", "35" ], [ "Scoill yn Jubilee", "57" ], [ "St John's School", "20" ], [ "St Mary’s RC Primary School", "42" ], [ "ST Thomas’ C E School", "6" ], [ "Sulby Primary School", "21" ], [ "Victoria Road Primary School", "40" ], [ "Willaston Primary School", "27" ] ], "row_count": 32, "col_count": 2 } ] }, { "case_id": 856465, "title": "School numbers", "authority": "Department of Education, Sport and Culture", "date_received": "2019-06-13", "outcome": "All information sent", "summary": "", "key_facts": [], "data_mentioned": [], "exemptions_cited": [], "tables": [ { "headers": [ "Primary School", "Capacity", "Current", "Forecast" ], "rows": [ [ "Anagh Coar School", "150", "115", "113" ], [ "Andreas School", "175", "97", "87" ], [ "Arbory Primary School", "150", "177", "170" ], [ "Ashley Hill Primary School", "350", "246", "250" ], [ "Ballacottier School", "350", "252", "245" ], [ "Ballasalla Primary School", "175", "96", "95" ], [ "Ballaugh Primary School", "75", "72", "68" ], [ "Braddan Primary School", "175", "148", "147" ], [ "Bunscoill Ghaelgagh", "50", "65", "66" ], [ "Bunscoill Rhumsaa", "680", "514", "515" ], [ "Cronk-Y-Berry School", "350", "342", "333" ], [ "Dhoon Primary School", "100", "77", "71" ], [ "Foxdale Primary School", "100", "89", "91" ], [ "Henry Bloom Noble", "375", "370", "391" ], [ "Jurby Community Primary School", "100", "58", "56" ], [ "Kewaigue School", "100", "112", "108" ], [ "Laxey Primary School", "250", "193", "190" ], [ "Manor Park Primary School", "175", "93", "97" ], [ "Marown Primary School", "200", "182", "176" ], [ "Michael School", "200", "115", "115" ], [ "Onchan Primary School", "425", "423", "414" ], [ "Peel Clothworkers Primary School", "400", "471", "475" ], [ "Rushen Primary School", "300", "293", "298" ], [ "Scoill Phurt Le Moirrey", "175", "156", "150" ], [ "Scoill Vallajeelt", "250", "206", "205" ], [ "Scoill yn Jubilee", "350", "404", "392" ], [ "St John's Primary School", "175", "121", "118" ], [ "St Mary's RC School", "275", "262", "242" ], [ "St Thomas's C of E School", "100", "54", "60" ], [ "Sulby Primary School", "200", "152", "149" ], [ "Victoria Road Primary School", "300", "261", "252" ], [ "Willaston Primary School", "175", "191", "181" ], [ "Secondary School", "Capacity", "Current", "Forecast" ], [ "BHS", "1370", "1637", "1718" ], [ "CRHS", "1040", "757", "803" ], [ "QEII", "985", "730", "679*" ], [ "RGS", "1005", "848", "869" ], [ "SNHS", "1600", "1207", "1203" ] ], "row_count": 38, "col_count": 4 } ] }, { "case_id": 882965, "title": "Students with a special diet", "authority": "Department of Education, Sport and Culture", "date_received": "2019-07-12", "outcome": "All information sent", "summary": "A request was made to the Department of Education, Sport and Culture for the number of secondary school students with coeliac disease on the Isle of Man for the 2018-19 academic year. The authority disclosed the specific counts for five secondary schools, totaling 17 students.", "key_facts": [ "The request covered full-time secondary school students on the Isle of Man for the 2018-19 academic year.", "Information was provided based on cases where schools had been informed of a pupil's coeliac disease.", "Ballakermeen High School, Castle Rushen High School, and Ramsey Grammar School each reported 4 students.", "St Ninian's High School reported the highest number with 5 students.", "Queen Elizabeth II High School reported 0 students with coeliac disease." ], "data_mentioned": [ "2018-19", "2019-07-12", "2019-08-07", "882965", "4", "0", "5", "17" ], "exemptions_cited": [], "tables": [ { "headers": [ "Secondary School", "Number of pupils with coeliac\ndisease" ], "rows": [ [ "Ballakermeen High School", "4" ], [ "Castle Rushen High School", "4" ], [ "Queen Elizabeth II High School", "0" ], [ "Ramsey Grammar School", "4" ], [ "St Ninian’s High School", "5" ] ], "row_count": 5, "col_count": 2 } ] }, { "case_id": 894861, "title": "DBS Checks", "authority": "Cabinet Office", "date_received": "2019-07-22", "outcome": "Upheld - partial", "summary": "The request sought details on DBS checks for Department of Education, Sport and Culture (DESC) employees, including numbers, policies, and costs. The authority partially upheld the request, disclosing specific employee counts requiring checks, the relevant recruitment policy, and contact details for HR, while noting that some roles are exempt under the Rehabilitation of Offenders Act 2001.", "key_facts": [ "DESC employs 2,226 staff, with 2,177 identified as requiring DBS checks based on their roles.", "DBS checks are mandatory for teachers, education support staff, youth workers, and lecturers working with children or vulnerable adults.", "Roles such as finance and central management are exempt from DBS checks if they do not involve unsupervised access to vulnerable groups.", "The Office of Human Resources Recruitment Team is responsible for DBS checks during the recruitment process.", "The Isle of Man Vetting Bureau, registered with the Criminal Records Bureau, undertakes the checks." ], "data_mentioned": [ "2,226", "865", "510", "571", "103", "128", "2019-07-22", "2019-08-28", "2019-07-30", "686300", "ohr@gov.im" ], "exemptions_cited": [ "Rehabilitation of Offenders Act 2001" ], "tables": [ { "headers": [ "\"Reference FOI 831366, it was stated that 2,226 employees are currently employed by" ], "rows": [ [ "DESC either full or part time." ], [ "" ], [ "Q1. Out of the 2,226 employees, how many, as part of their job role/position, are" ], [ "required to undertake a DBS check prior to working with children or vulnerable adults." ], [ "" ], [ "Q2. Regarding the answer to Q1, how many DESC employees are currently working" ], [ "with children or vulnerable adults do not hold a current or renewed DBS check?" ], [ "" ], [ "Q3. Provide the policy for employees and DBS checks." ], [ "" ], [ "Q4. Provide the contact details of who in HR is responsible for ensuring employees" ], [ "undergo DBS checks." ], [ "" ], [ "Q5. Do you outsource DBS checks? If yes, who holds the contract for this service." ], [ "" ], [ "Q6. How much does it cost for an employee, or potential employee, to undergo a DBS" ], [ "check?" ], [ "" ], [ "Q7. Are all contractors, volunteers and students DBS checked prior to any form of" ], [ "work undertaken for DESC?" ], [ "" ], [ "Thank you.\"" ] ], "row_count": 22, "col_count": 1 }, { "headers": [ "Type of check", "Cost" ], "rows": [ [ "Basic", "£25" ], [ "Standard", "£26" ], [ "Enhanced", "£44" ], [ "Enhanced with barred lists (Most\ncommonly used for DESC)", "£44" ] ], "row_count": 4, "col_count": 2 } ] }, { "case_id": 922955, "title": "Education fee increases at UCM", "authority": "Department of Education, Sport and Culture", "date_received": "2019-08-13", "outcome": "All information sent", "summary": "A request was made for meeting notes, calculations, and rationale regarding 2019 tuition fee increases at University College Isle of Man (UCM). The Department of Education, Sport and Culture released fee policy documents and board meeting extracts but withheld specific personal data under absolute exemption.", "key_facts": [ "The standard procedure for UCM fee updates is to apply an uplift based on the Consumer Price Index (CPI).", "Some requested information was withheld as it constituted absolutely exempt personal data under section 25(2)(a) and (b)(i) of the Act.", "Board of Governors meeting extracts from March 28, 2019, discuss fee competitiveness and comparisons with Chester fees.", "The Non-resident fee for Higher Education was agreed to remain at £9,250.00 and not be increased as originally proposed.", "An email from Geoff Moorcroft confirms the fee increase was based on a 2.5% CPI reflection." ], "data_mentioned": [ "2019-08-13", "2019-09-10", "28th March 2019", "2019/20", "£9250.00", "2.5%", "page 5", "section 25 (2) (a) and (b) (i)", "Data Protection Act 2002", "Freedom of Information Act 2015" ], "exemptions_cited": [ "Section 25 (2) (a) and (b) (i) of the Freedom of Information Act 2015 (Absolutely exempt personal information)", "Data Protection Act 2002 (Contravention of data protection principles)" ], "tables": [ { "headers": [ "Student eligibility over\n18 years", "Remission", "Fee Payable" ], "rows": [ [ "", "", "" ], [ "No eligible residency", "0%", "£8,106" ], [ "4 years or > residency", "50% on Non Resident fee", "£4,053" ], [ "", "", "" ], [ "Student eligibility under\n18 years", "", "" ], [ "", "", "" ], [ "All courses other than in\n7.", "100%", "NIL" ] ], "row_count": 7, "col_count": 3 } ] }, { "case_id": 946673, "title": "FOI Requests to Andreas, Ballaugh & Jurby", "authority": "Cabinet Office", "date_received": "2019-09-03", "outcome": "All information sent", "summary": "The requester asked for documentation regarding why Andreas, Ballaugh, and Jurby do not accept FOI requests via the central portal and how the government monitors their compliance. The Cabinet Office responded by providing correspondence detailing the implementation timeline, training sessions offered to local authorities, and guidance on the phased introduction of the FOI Act.", "key_facts": [ "Local Authorities were added to Schedule 1 of the Freedom of Information Act 2015 effective 1st January 2018.", "Local Authority joint boards and committees were deferred from becoming public authorities under the Act at the same time as Local Authorities.", "The Cabinet Office offered free 'Information held and myth busting training' to Local Authority staff on 3rd April 2017.", "Briefings on FOI were provided at the Local Authority Clerks' Forum in June 2016 and a Municipal Association event in January 2017.", "Final preparation guidance and paper request/complaint forms were distributed to all Local Authorities in December 2017." ], "data_mentioned": [ "1st January 2018", "10 months", "3rd April 2017", "9:30am", "11:30am", "1 and 2 hours", "June 2016", "January 2017", "May 4th 2017", "12 December 2017", "22 February 2017", "17th March 2017", "01624 685704", "687168", "01624 685711", "01624 687168" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "", "", "" ], "rows": [ [ "22 February 2017 16:27", "", "", "" ], [ "Moore, Hirelle; Hemsley, Kirsty (CSO); Curphey, Emily;", "", "", "" ], [ "FW: FoI Act", "", "", "" ] ], "row_count": 3, "col_count": 4 } ] }, { "case_id": 948173, "title": "Primary & Secondary Schools Pupil Data - Academic Year 2018-19", "authority": "Department of Education, Sport and Culture", "date_received": "2019-09-04", "outcome": "Some information sent but not all held", "summary": "The request sought detailed pupil statistics for Isle of Man schools for the 2018-19 academic year, including FSM and EAL percentages. The authority provided raw numbers for most categories but could not supply the specific percentages requested for FSM and EAL as they were not held in that format.", "key_facts": [ "The Department of Education, Sport and Culture responded to the request on 30 September 2019.", "Information regarding FSM and EAL percentages was not held in the requested format.", "Raw numbers for pupils receiving free school meals and those with EAL were provided as assistance.", "The response included school roll numbers as of June 2019 covering Key Stages 1 through 5.", "Data on Special Educational Needs (SEN) and Higher Level Needs (HLN) was included in the disclosure." ], "data_mentioned": [ "Academic Year 2018-19", "30 September 2019", "4 September 2019", "June 2019", "Case ID 948173", "7 pages", "2 documents" ], "exemptions_cited": [ "Information not held in the format requested" ], "tables": [ { "headers": [ "School", "Sum Of School Action", "Sum Of School Action Plus", "Sum Of HLN (M)*", "Sum Of HLN (U)**", "Nos EAL pupils***" ], "rows": [ [ "Anagh Coar", "3", "15", "3", "", "5" ], [ "Andreas", "5", "5", "1", "", "" ], [ "Arbory", "12", "2", "3", "", "3" ], [ "Ashley Hill", "33", "7", "5", "", "4" ], [ "Ballacottier", "11", "6", "10", "11", "18" ], [ "Ballasalla", "14", "8", "3", "", "4" ], [ "Ballaugh", "2", "", "", "", "" ], [ "BHS", "139", "83", "58", "18", "149" ], [ "Braddan", "18", "4", "5", "", "5" ], [ "Bunscoill", "10", "1", "1", "", "" ], [ "CRHS", "79", "53", "32", "10", "8" ], [ "CyB", "26", "19", "5", "8", "20" ], [ "Dhoon", "6", "", "", "", "" ], [ "Foxdale", "13", "5", "3", "", "" ], [ "HBN", "27", "17", "15", "11", "102" ], [ "Jubilee", "24", "13", "3", "", "53" ], [ "Jurby", "10", "4", "7", "", "" ], [ "Kewaigue", "5", "5", "3", "", "7" ], [ "Laxey", "6", "", "2", "", "3" ], [ "Manor Park", "23", "6", "2", "", "" ], [ "Marown", "11", "5", "1", "", "6" ], [ "Michael", "7", "9", "2", "", "" ], [ "Onchan", "36", "26", "5", "8", "9" ], [ "PCW", "43", "7", "10", "5", "38" ], [ "PleM", "10", "6", "4", "5", "4" ], [ "QE2", "59", "34", "21", "10", "37" ], [ "RGS", "51", "101", "33", "10", "14" ], [ "Rhumsaa", "47", "14", "15", "16", "9" ], [ "Rushen", "8", "19", "5", "8", "10" ], [ "SNHS", "104", "90", "32", "15", "58" ], [ "St Johns", "16", "17", "3", "5", "1" ], [ "St Marys", "21", "7", "4", "", "60" ], [ "St Thomas'", "2", "4", "", "", "2" ], [ "Sulby", "8", "1", "5", "", "6" ], [ "Vallajeelt", "9", "19", "6", "", "38" ], [ "Vic Road", "29", "16", "6", "", "10" ], [ "Willaston", "16", "13", "6", "", "7" ] ], "row_count": 37, "col_count": 6 }, { "headers": [ "School", "", "", "Total Number in\nyear 11", "", "Total number in", "" ], "rows": [ [ "", "", "", "", "", "year 11 taking", "" ], [ "", "", "", "", "", "exams", "" ], [ "", "BHS", "", "", "", "209", "" ], [ "", "CRHS", "", "", "", "105", "" ], [ "", "QEII", "", "227", "", "114", "" ], [ "", "RGS", "", "119", "", "118", "" ], [ "", "SNHS", "", "120", "", "208", "" ], [ "", "Island Cohort", "", "130", "", "754", "" ] ], "row_count": 8, "col_count": 7 } ] }, { "case_id": 955101, "title": "School Plastic Bottles", "authority": "Department of Education, Sport and Culture", "date_received": "2019-09-11", "outcome": "Some information sent but not all held", "summary": "", "key_facts": [], "data_mentioned": [], "exemptions_cited": [], "tables": [ { "headers": [ "", "Ballakermeen High School", "", "Castle Rushen High School", "", "Queen Elizabeth II High School", "", "Ramsey Grammar School", "", "St Ninian's High School", "" ], "rows": [ [ "Academic Year", "Plastic bottles sold", "Profit", "Plastic bottles sold", "Profit", "Plastic bottles sold", "Profit", "Plastic bottles sold", "Profit", "Plastic bottles sold", "Profit" ], [ "2014/15", "No data available", "", "No data available", "", "No data available", "", "No data available", "", "No data available", "" ], [ "2015/16", "No data available", "", "44,700", "No data available", "No data available", "", "No data available", "", "69,651", "£31,494.47" ], [ "2016/17", "No data available", "", "51,500", "No data available", "68", "£20.40", "No data available", "", "84,999", "£34,628.60" ], [ "2017/18", "No data available", "", "51,400", "No data available", "7377", "£2,213.10", "No data available", "", "92,855", "£40,795.40" ], [ "2018/19", "No data available", "", "50,800", "No data available", "29810", "£8,913.00", "67,902", "£22,943.10", "81,904", "£42,500.10" ], [ "TOTALS", "352,180", "£164,681.44", "198,400", "No data available", "37,255", "£11,146.50*", "67,902", "£22,943.10", "329,409", "£149,418.57" ] ], "row_count": 7, "col_count": 11 } ] }, { "case_id": 957965, "title": "Content of Primary School Reports", "authority": "Department of Education, Sport and Culture", "date_received": "2019-10-14", "outcome": "Some information sent but not all held", "summary": "The requester sought information on how primary schools communicated attainment levels to parents in 2018-19 and any related Department policy. The Department disclosed guidance letters sent to schools but confirmed it holds no specific policy mandating what information schools must send home.", "key_facts": [ "The Department of Education, Sport and Culture does not hold a policy regarding what information schools send to parents with end-of-year reports.", "The Department issued a letter in June 2019 to primary schools to accompany end-of-year reports for Key Stage 1 and Key Stage 2.", "Most primary schools sent the Department's letter to parents, while some used amended versions or alternative communication methods.", "The response included the original email sent to schools and the accompanying letter as attachments.", "The request was received on 14 October 2019 and the outcome was communicated on 7 November 2019." ], "data_mentioned": [ "2018-19", "14 October 2019", "7 November 2019", "June 2019", "18 October 2019", "957965", "Key Stage 1", "Key Stage 2", "43 pages", "4 documents" ], "exemptions_cited": [ "Information not held by the public authority" ], "tables": [ { "headers": [ "End of KS1", "% below\nLevel 2", "% at Level 2+", "% at Level\n2B+", "% at Level 3" ], "rows": [ [ "Reading", "19.3", "80.7", "70.7", "32.8" ], [ "Writing", "13.2", "86.8", "71.4", "18.6" ], [ "Mathematics", "7.5", "92.5", "79.9", "20.8" ], [ "Science", "4.4", "96.5", "89.8", "27.7" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "End of KS2", "% below Level 4", "% at Level 4+", "% at Level 5" ], "rows": [ [ "English", "9.6", "90.4", "39.0" ], [ "Mathematics", "10.4", "89.6", "39.3" ], [ "Science", "6.2", "93.8", "44.3" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "SUBJECT AREA", "Teacher Assessed Grade" ], "rows": [ [ "Speaking and Listening", "" ], [ "Reading", "" ], [ "Writing", "" ], [ "Maths", "" ], [ "Science", "" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "End of KS1", "% below Level 2", "% at Level 2+", "% at Level 2B+", "% at Level 3" ], "rows": [ [ "Reading", "19.3", "80.7", "70.7", "32.8" ], [ "Writing", "13.2", "86.8", "71.4", "18.6" ], [ "Mathematics", "7.5", "92.5", "79.9", "20.8" ], [ "Science", "4.4", "96.5", "89.8", "27.7" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "SUBJECT AREA", "Teacher Assessed Grade" ], "rows": [ [ "English", "" ], [ "Maths", "" ], [ "Science", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "End of KS2", "% below Level 4", "% at Level 4+", "% at Level 5" ], "rows": [ [ "English", "9.6", "90.4", "39.0" ], [ "Mathematics", "10.4", "89.6", "39.3" ], [ "Science", "6.2", "93.8", "44.3" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "End of KS1", "% below Level 2", "% at Level 2+", "% at Level 2B+", "% at Level 3" ], "rows": [ [ "Reading", "19.3", "80.7", "70.7", "32.8" ], [ "Writing", "13.2", "86.8", "71.4", "18.6" ], [ "Mathematics", "7.5", "92.5", "79.9", "20.8" ], [ "Science", "4.4", "96.5", "89.8", "27.7" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "Subject Area", "Level Achieved" ], "rows": [ [ "Mathematics", "" ], [ "Science", "" ], [ "Reading", "" ], [ "Writing", "" ], [ "Speaking and Listening", "" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "End of KS2", "% below Level 4", "% at Level 4+", "% at Level 5" ], "rows": [ [ "English", "9.6", "90.4", "39.0" ], [ "Mathematics", "10.4", "89.6", "39.3" ], [ "Science", "6.2", "93.8", "44.3" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "Subject Area", "Level Achieved" ], "rows": [ [ "Mathematics", "" ], [ "Science", "" ], [ "Reading", "" ], [ "Writing", "" ], [ "Speaking and Listening", "" ], [ "English (overall)", "" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "END OF KS1 RESULTS FOR", "" ], "rows": [ [ "Reading", "" ], [ "Writing", "" ], [ "Mathematics", "" ], [ "Science", "" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "End of KS1", "% below\nLevel 2", "% at Level\n2+", "% at Level\n2B+", "% at Level 3" ], "rows": [ [ "Reading", "19.3", "80.7", "70.7", "32.8" ], [ "Writing", "13.2", "86.8", "71.4", "18.6" ], [ "Mathematics", "7.5", "92.5", "79.9", "20.8" ], [ "Science", "4.4", "96.5", "89.8", "27.7" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "End of KS2", "% below Level 4", "% at Level 4+", "% at Level 5" ], "rows": [ [ "English", "9.6", "90.4", "39.0" ], [ "Mathematics", "10.4", "89.6", "39.3" ], [ "Science", "6.2", "93.8", "44.3" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "END OF KS2 RESULTS FOR", "" ], "rows": [ [ "English", "" ], [ "Mathematics", "" ], [ "Science", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "End of KS1", "% below\nLevel 2", "% at Level\n2+", "% at Level\n2B+", "% at Level 3" ], "rows": [ [ "Reading", "19.3", "80.7", "70.7", "32.8" ], [ "Writing", "13.2", "86.8", "71.4", "18.6" ], [ "Mathematics", "7.5", "92.5", "79.9", "20.8" ], [ "Science", "4.4", "96.5", "89.8", "27.7" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "End of KS2", "% below Level 4", "% at Level 4+", "% at Level 5" ], "rows": [ [ "English", "9.6", "90.4", "39.0" ], [ "Mathematics", "10.4", "89.6", "39.3" ], [ "Science", "6.2", "93.8", "44.3" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "Name", "" ], "rows": [ [ "Reading", "" ], [ "Writing", "" ], [ "Maths", "" ], [ "Science", "" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "End of KS2", "% below Level 4", "% at Level 4+", "% at Level 5" ], "rows": [ [ "English", "9.6", "90.4", "39.0" ], [ "Mathematic", "10.4", "89.6", "39.3" ], [ "s\nScience", "6.2", "93.8", "44.3" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "End of KS1", "% below\nLevel 2", "% at Level\n2+", "% at Level\n2B+", "% at Level 3" ], "rows": [ [ "Reading", "19.3", "80.7", "70.7", "32.8" ], [ "Writing", "13.2", "86.8", "71.4", "18.6" ], [ "Mathematic", "7.5", "92.5", "79.9", "20.8" ], [ "s\nScience", "4.4", "96.5", "89.8", "27.7" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "End of KS1", "% below\nLevel 2", "% at Level 2+", "% at Level\n2B+", "% at Level 3" ], "rows": [ [ "Reading", "19.3", "80.7", "70.7", "32.8" ], [ "Writing", "13.2", "86.8", "71.4", "18.6" ], [ "Mathematics", "7.5", "92.5", "79.9", "20.8" ], [ "Science", "4.4", "96.5", "89.8", "27.7" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "End of KS2", "% below Level 4", "% at Level 4+", "% at Level 5" ], "rows": [ [ "English", "9.6", "90.4", "39.0" ], [ "Mathematics", "10.4", "89.6", "39.3" ], [ "Science", "6.2", "93.8", "44.3" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "End of KS1", "% below\nLevel 2", "% at\nLevel 2+", "% at\nLevel 2B+", "% at\nLevel 3" ], "rows": [ [ "Reading", "19.3", "80.7", "70.7", "32.8" ], [ "Writing", "13.2", "86.8", "71.4", "18.6" ], [ "Mathematics", "7.5", "92.5", "79.9", "20.8" ], [ "Science", "4.4", "96.5", "89.8", "27.7" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "End of KS2", "% below\nLevel 4", "% at\nLevel 4+", "% at\nLevel 5" ], "rows": [ [ "English", "9.6", "90.4", "39.0" ], [ "Mathematics", "10.4", "89.6", "39.3" ], [ "Science", "6.2", "93.8", "44.3" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "End of KS1", "% below Level 2", "% at Level 2+", "% at Level 2B+", "% at Level 3" ], "rows": [ [ "Reading", "19.3", "80.7", "70.7", "32.8" ], [ "Writing", "13.2", "86.8", "71.4", "18.6" ], [ "Mathematics", "7.5", "92.5", "79.9", "20.8" ], [ "Science", "4.4", "96.5", "89.8", "27.7" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "End of KS2", "% below Level 4", "% at Level 4+", "% at Level 5" ], "rows": [ [ "English", "9.6", "90.4", "39.0" ], [ "Mathematics", "10.4", "89.6", "39.3" ], [ "Science", "6.2", "93.8", "44.3" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "End of KS1", "% below Level 2", "% at Level 2+", "% at Level 2B+", "% at Level 3" ], "rows": [ [ "Reading", "19.3", "80.7", "70.7", "32.8" ], [ "Writing", "13.2", "86.8", "71.4", "18.6" ], [ "Mathematics", "7.5", "92.5", "79.9", "20.8" ], [ "Science", "4.4", "96.5", "89.8", "27.7" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "End of KS2", "% below Level 4", "% at Level 4+", "% at Level 5" ], "rows": [ [ "English", "9.6", "90.4", "39.0" ], [ "Mathematics", "10.4", "89.6", "39.3" ], [ "Science", "6.2", "93.8", "44.3" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "Key Stage One Assessments (Year 2)", "", "", "" ], "rows": [ [ "Name", "", "", "" ], [ "Reading", "Writing", "Mathematics", "Science" ], [ "2B", "2A", "2B", "2" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "End of KS1", "% below Level 2", "% at Level 2+", "% at Level 2B+", "% at Level 3" ], "rows": [ [ "Reading", "19.3", "80.7", "70.7", "32.8" ], [ "Writing", "13.2", "86.8", "71.4", "18.6" ], [ "Mathematics", "7.5", "92.5", "79.9", "20.8" ], [ "Science", "4.4", "96.5", "89.8", "27.7" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "End of KS2", "% below Level 4", "% at Level 4+", "% at Level 5" ], "rows": [ [ "English", "9.6", "90.4", "39.0" ], [ "Mathematics", "10.4", "89.6", "39.3" ], [ "Science", "6.2", "93.8", "44.3" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "Key Stage Two Assessments (Year 6)", "", "", "", "" ], "rows": [ [ "Name", "", "", "", "" ], [ "Reading", "Writing", "English", "Maths", "Science" ], [ "4B", "4B", "4B", "4B", "4B" ] ], "row_count": 3, "col_count": 5 }, { "headers": [ "End of KS1", "% below Level 2", "% at Level 2+", "% at Level 2B+", "% at Level 3" ], "rows": [ [ "Reading", "19.3", "80.7", "70.7", "32.8" ], [ "Writing", "13.2", "86.8", "71.4", "18.6" ], [ "Mathematics", "7.5", "92.5", "79.9", "20.8" ], [ "Science", "4.4", "96.5", "89.8", "27.7" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "End of KS2", "% below Level 4", "% at Level 4+", "% at Level 5" ], "rows": [ [ "English", "9.6", "90.4", "39.0" ], [ "Mathematics", "10.4", "89.6", "39.3" ], [ "Science", "6.2", "93.8", "44.3" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "End of KS1", "% below\nLevel 2", "% at Level 2+", "% at Level 2B+", "% at Level 3" ], "rows": [ [ "Reading", "19.3", "80.7", "70.7", "32.8" ], [ "Writing", "13.2", "86.8", "71.4", "18.6" ], [ "Mathematics", "7.5", "92.5", "79.9", "20.8" ], [ "Science", "4.4", "96.5", "89.8", "27.7" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "End of KS2", "% below Level 4", "% at Level 4+", "% at Level 5" ], "rows": [ [ "English", "9.6", "90.4", "39.0" ], [ "Mathematics", "10.4", "89.6", "39.3" ], [ "Science", "6.2", "93.8", "44.3" ] ], "row_count": 3, "col_count": 4 } ] }, { "case_id": 999425, "title": "Teaching Staff Sickness", "authority": "Department of Education, Sport and Culture", "date_received": "2019-10-09", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture provided a breakdown of teaching staff sickness and non-attendance days by school for the period 2016 to 2018 in response to a Freedom of Information request. 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"row_count": 49, "col_count": 5 }, { "headers": [ "Queen Elizabeth II High School", "", "", "", "" ], "rows": [ [ "2016", "", "", "", "" ], [ "F/t", "28", "", "", "28" ], [ "Left", "3", "", "", "3" ], [ "P/t", "22", "", "", "22" ], [ "2016 Total", "53", "", "", "53" ], [ "2017", "", "", "", "" ], [ "F/t", "89", "", "", "89" ], [ "P/t", "38", "194", "", "232" ], [ "2017 Total", "127", "194", "", "321" ], [ "2018", "", "", "", "" ], [ "F/t", "93", "", "49.07", "142.07" ], [ "Left", "25", "", "", "25" ], [ "P/t", "36", "", "3.9", "39.9" ], [ "2018 Total", "154", "", "52.97", "206.97" ], [ "Queen Elizabeth II High School Total", "334", "194", "52.97", "580.97" ], [ "Ramsey Grammar School", "", "", "", "" ], [ "2016", "", "", "", "" ], [ "F/t", "62", "", "", "62" ], [ "P/t", "5", "", "", "5" ], [ "2016 Total", "67", "", "", "67" ], [ "2017", "", "", "", "" ], [ "F/t", "226", "132", "", "358" ], [ "Left", "7", "", "", "7" ], [ "P/t", "55", "", "", "55" ], [ "2017 Total", "288", "132", "", "420" ], [ "2018", "", "", "", "" ], [ "F/t", "297", "", "2", "299" ], [ "Left", "83", "", "", "83" ], [ "P/t", "15", "240", "", "255" ], [ "2018 Total", "395", "240", "2", "637" ], [ "Ramsey Grammar School Total", "750", "372", "2", "1124" ], [ "St Ninian's High School", "", "", "", "" ], [ "2016", "", "", "", "" ], [ "F/t", "170", "", "", "170" ], [ "Left", "126", "", "", "126" ], [ "P/t", "8", "", "", "8" ], [ "2016 Total", "304", "", "", "304" ], [ "2017", "", "", "", "" ], [ "F/t", "821.5", "212", "", "1033.5" ], [ "Left", "15", "", "", "15" ], [ "P/t", "49", "", "", "49" ], [ "2017 Total", "885.5", "212", "", "1097.5" ], [ "2018", "", "", "", "" ], [ "F/t", "754", "505", "313.99", "1572.99" ], [ "Left", "10", "", "3", "13" ], [ "P/t", "80", "", "9.02", "89.02" ], [ "2018 Total", "844", "505", "326.01", "1675.01" ], [ "St Ninian's High School Total", "2033.5", "717", "326.01", "3076.51" ], [ "Secondary Education Total", "5166", "3500", "446.14", "9112.14" ], [ "Grand Total", "10865.5", "10424", "807.71", "22097.21" ] ], "row_count": 50, "col_count": 5 } ] }, { "case_id": 1020901, "title": "2019 Primary School Attainment and Value Added Data", "authority": "Department of Education, Sport and Culture", "date_received": "2019-10-28", "outcome": "Some information sent but not all held", "summary": "The request sought 2018-19 primary school attainment data and instructions on publication for schools that had not released results. The Department of Education, Sport and Culture disclosed Early Years Foundation Stage GLD percentages and Key Stage 1 subject level data for all schools, but did not provide information on KS2 progress or publication instructions.", "key_facts": [ "The Department of Education, Sport and Culture provided EYFS GLD data for 2018-19 for 22 primary schools.", "Bunscoill Ghaelgagh was excluded from EYFS GLD data as they do not assess in English until Key Stage 2.", "Key Stage 1 data was released showing pupil numbers and percentage achievement levels (L1, L2, L3+) across Reading, Writing, Speaking & Listening, Mathematics, and Science.", "The response did not include data on the percentage of pupils achieving more than six sub-levels of progress from KS1 to KS2.", "Instructions given to schools regarding the publication of attainment data were not provided in this response." ], "data_mentioned": [ "2018-19", "64.7", "93.8", "57.1", "930", "2019-10-28", "2019-11-22", "14", "5" ], "exemptions_cited": [], "tables": [ { "headers": [ "Primary School", "% GLD 18-19" ], "rows": [ [ "Anagh Coar", "64.7" ], [ "Andreas", "66.7" ], [ "Arbory", "68.4" ], [ "Ashley Hill", "70" ], [ "Ballacottier", "82.6" ], [ "Ballasalla", "70" ], [ "Bunscoill Ghaelgagh", "N/A" ], [ "Cronk Y Berry", "77.1" ], [ "Dhoon", "83.3" ], [ "Foxdale", "78.6" ], [ "Jurby", "66.7" ], [ "Kewaigue", "68.8" ], [ "Laxey", "91.4" ], [ "Michael", "71.4" ], [ "Onchan", "72" ], [ "Phurt le Moirrey", "78.9" ], [ "Rushen", "57.1" ], [ "Scoill Yn Jubilee", "78.3" ], [ "St John’s", "93.8" ], [ "St Thomas’s", "83.3" ], [ "Sulby", "88.2" ], [ "Vallajeelt", "69" ], [ "Victoria Road", "75.7" ] ], "row_count": 23, "col_count": 2 }, { "headers": [ "", "", "Speaking & listening", "", "", "Reading", "", "", "Writing", "", "", "Mathematics", "", "", "Science", "", "" ], "rows": [ [ "", "Pupil No.", "L1", "L2", "L3+", "L1", "L2", "L3+", "L1", "L2", "L3+", "L1", "L2", "L3+", "L1", "L2", "L3+" ], [ "Anagh Coar Primary School", "16", "18.8%", "81.3%", "0.0%", "25.0%", "62.5%", "12.5%", "12.5%", "87.5%", "0.0%", "0.0%", "100.0%", "0.0%", "0.0%", "100.0%", "0.0%" ], [ "Andreas School", "6", "0.0%", "100.0%", "0.0%", "16.7%", "50.0%", "16.7%", "33.3%", "66.7%", "0.0%", "33.3%", "50.0%", "16.7%", "0.0%", "83.3%", "16.7%" ], [ "Arbory Primary School", "30", "6.7%", "60.0%", "33.3%", "6.7%", "50.0%", "40.0%", "3.3%", "63.3%", "33.3%", "3.3%", "66.7%", "30.0%", "3.3%", "63.3%", "33.3%" ], [ "Ashley Hill Primary School", "33", "0.0%", "69.7%", "30.3%", "15.2%", "45.5%", "39.4%", "0.0%", "72.7%", "27.3%", "0.0%", "81.8%", "18.2%", "0.0%", "39.4%", "60.6%" ], [ "Ballacottier Primary School", "27", "0.0%", "70.4%", "29.6%", "14.8%", "44.4%", "37.0%", "3.7%", "70.4%", "22.2%", "3.7%", "70.4%", "25.9%", "3.7%", "66.7%", "29.6%" ], [ "Ballasalla Primary school", "14", "0.0%", "57.1%", "42.9%", "14.3%", "50.0%", "35.7%", "7.1%", "50.0%", "42.9%", "0.0%", "42.9%", "57.1%", "0.0%", "35.7%", "64.3%" ], [ "Ballaugh Primary School", "12", "0.0%", "33.3%", "66.7%", "0.0%", "33.3%", "66.7%", "0.0%", "58.3%", "41.7%", "0.0%", "58.3%", "41.7%", "0.0%", "25.0%", "75.0%" ], [ "Braddan Primary School", "22", "9.1%", "72.7%", "18.2%", "9.1%", "63.6%", "27.3%", "9.1%", "63.6%", "27.3%", "4.5%", "63.6%", "31.8%", "0.0%", "81.8%", "18.2%" ], [ "Bunscoill Ghaelgagh", "12", "8.3%", "75.0%", "16.7%", "8.3%", "91.7%", "0.0%", "8.3%", "91.7%", "0.0%", "25.0%", "75.0%", "0.0%", "0.0%", "100.0%", "0.0%" ], [ "Bunscoill Rhumsaa", "73", "5.5%", "78.1%", "15.1%", "21.9%", "52.1%", "20.5%", "9.6%", "72.6%", "13.7%", "4.1%", "84.9%", "6.8%", "2.7%", "79.5%", "13.7%" ], [ "Cronk Y Berry School", "57", "15.8%", "56.1%", "28.1%", "22.8%", "40.4%", "35.1%", "19.3%", "63.2%", "15.8%", "3.5%", "78.9%", "15.8%", "5.3%", "59.6%", "35.1%" ], [ "Dhoon School", "10", "0.0%", "60.0%", "40.0%", "10.0%", "40.0%", "50.0%", "0.0%", "60.0%", "40.0%", "20.0%", "50.0%", "30.0%", "10.0%", "60.0%", "30.0%" ], [ "Foxdale Primary", "14", "0.0%", "92.9%", "7.1%", "14.3%", "50.0%", "35.7%", "0.0%", "64.3%", "35.7%", "0.0%", "85.7%", "14.3%", "0.0%", "71.4%", "28.6%" ], [ "Henry Bloom Noble Primary School", "51", "31.4%", "35.3%", "17.6%", "25.5%", "29.4%", "27.5%", "27.5%", "33.3%", "21.6%", "21.6%", "54.9%", "11.8%", "25.5%", "47.1%", "13.7%" ], [ "Jurby Community School", "7", "0.0%", "28.6%", "57.1%", "14.3%", "28.6%", "57.1%", "14.3%", "57.1%", "28.6%", "14.3%", "28.6%", "57.1%", "0.0%", "85.7%", "14.3%" ], [ "Kewaigue School", "19", "5.3%", "78.9%", "15.8%", "21.1%", "57.9%", "21.1%", "15.8%", "78.9%", "5.3%", "5.3%", "94.7%", "0.0%", "0.0%", "100.0%", "0.0%" ], [ "Laxey School", "23", "0.0%", "65.2%", "34.8%", "0.0%", "60.9%", "39.1%", "0.0%", "78.3%", "21.7%", "0.0%", "78.3%", "21.7%", "0.0%", "69.6%", "30.4%" ], [ "Manor Park Primary", "13", "0.0%", "84.6%", "15.4%", "38.5%", "30.8%", "30.8%", "38.5%", "53.8%", "7.7%", "30.8%", "69.2%", "0.0%", "0.0%", "84.6%", "15.4%" ], [ "Marown Primary School", "33", "6.1%", "57.6%", "36.4%", "6.1%", "51.5%", "39.4%", "3.0%", "57.6%", "36.4%", "9.1%", "57.6%", "33.3%", "0.0%", "63.6%", "36.4%" ], [ "MICHAEL PRIMARY", "18", "5.6%", "66.7%", "27.8%", "11.1%", "55.6%", "33.3%", "5.6%", "77.8%", "16.7%", "5.6%", "66.7%", "27.8%", "5.6%", "61.1%", "33.3%" ], [ "Onchan Primary School", "58", "0.0%", "74.1%", "22.4%", "3.4%", "63.8%", "29.3%", "0.0%", "70.7%", "25.9%", "0.0%", "70.7%", "25.9%", "0.0%", "44.8%", "51.7%" ], [ "Peel Clothworkers’ School", "64", "6.3%", "82.8%", "10.9%", "15.6%", "59.4%", "23.4%", "15.6%", "62.5%", "21.9%", "9.4%", "65.6%", "25.0%", "1.6%", "71.9%", "26.6%" ], [ "Rushen Primary School", "36", "2.8%", "75.0%", "22.2%", "19.4%", "50.0%", "30.6%", "11.1%", "69.4%", "19.4%", "2.8%", "72.2%", "25.0%", "0.0%", "69.4%", "30.6%" ], [ "Scoill Phurt le Moirrey", "27", "0.0%", "55.6%", "33.3%", "7.4%", "51.9%", "33.3%", "7.4%", "66.7%", "18.5%", "0.0%", "44.4%", "44.4%", "0.0%", "40.7%", "48.1%" ], [ "Scoill Vallajeelt", "29", "10.3%", "41.4%", "48.3%", "13.8%", "62.1%", "24.1%", "3.4%", "55.2%", "41.4%", "3.4%", "96.6%", "0.0%", "0.0%", "75.9%", "24.1%" ], [ "Scoill yn Jubilee", "72", "4.2%", "72.2%", "23.6%", "9.7%", "50.0%", "37.5%", "6.9%", "69.4%", "20.8%", "5.6%", "76.4%", "18.1%", "4.2%", "68.1%", "27.8%" ], [ "St John's School", "8", "0.0%", "100.0%", "0.0%", "12.5%", "87.5%", "0.0%", "0.0%", "100.0%", "0.0%", "0.0%", "100.0%", "0.0%", "0.0%", "100.0%", "0.0%" ], [ "St Mary’s RC Primary School", "30", "3.3%", "70.0%", "26.7%", "23.3%", "46.7%", "30.0%", "10.0%", "86.7%", "3.3%", "6.7%", "93.3%", "0.0%", "3.3%", "73.3%", "23.3%" ], [ "ST Thomas’ C E School", "17", "0.0%", "82.4%", "17.6%", "17.6%", "52.9%", "29.4%", "17.6%", "70.6%", "11.8%", "0.0%", "70.6%", "29.4%", "0.0%", "47.1%", "52.9%" ], [ "Sulby Primary School", "25", "4.0%", "76.0%", "20.0%", "8.0%", "56.0%", "36.0%", "4.0%", "72.0%", "24.0%", "8.0%", "64.0%", "28.0%", "0.0%", "76.0%", "24.0%" ], [ "Victoria Road Primary School", "48", "4.2%", "79.2%", "16.7%", "16.7%", "64.6%", "18.8%", "20.8%", "66.7%", "12.5%", "6.3%", "60.4%", "33.3%", "0.0%", "83.3%", "16.7%" ], [ "Willaston Primary School", "11", "0.0%", "72.7%", "45.5%", "0.0%", "72.7%", "63.6%", "0.0%", "72.7%", "36.4%", "0.0%", "72.7%", "63.6%", "0.0%", "72.7%", "54.5%" ] ], "row_count": 33, "col_count": 17 }, { "headers": [ "Key Stage 2 Data for 2019\nSpeaking & listening Reading Writing Mathematics Science\nPupil No. L2 L3 L4 L5+ L2 L3 L4 L5+ L2 L3 L4 L5+ L2 L3 L4 L5+ L2 L3 L4 L5+", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "", "Speaking & listening", "", "", "", "Reading", "", "", "", "Writing", "", "", "", "Mathematics", "", "", "", "Science", "", "", "" ], [ "", "Pupil No.", "L2", "L3", "L4", "L5+", "L2", "L3", "L4", "L5+", "L2", "L3", "L4", "L5+", "L2", "L3", "L4", "L5+", "L2", "L3", "L4", "L5+" ], [ "Anagh Coar Primary School", "15", "0.0%", "20.0%", "66.7%", "13.3%", "0.0%", "13.3%", "66.7%", "20.0%", "0.0%", "20.0%", "73.3%", "6.7%", "0.0%", "0.0%", "80.0%", "20.0%", "0.0%", "0.0%", "66.7%", "33.3%" ], [ "Andreas School", "19", "0.0%", "10.5%", "57.9%", "31.6%", "0.0%", "5.3%", "57.9%", "36.8%", "0.0%", "10.5%", "63.2%", "26.3%", "0.0%", "5.3%", "52.6%", "42.1%", "0.0%", "5.3%", "57.9%", "36.8%" ], [ "Arbory Primary School", "28", "0.0%", "3.6%", "32.1%", "64.3%", "3.6%", "0.0%", "32.1%", "64.3%", "3.6%", "3.6%", "35.7%", "57.1%", "3.6%", "3.6%", "28.6%", "64.3%", "0.0%", "3.6%", "35.7%", "60.7%" ], [ "Ashley Hill Primary School", "36", "0.0%", "5.6%", "55.6%", "38.9%", "0.0%", "2.8%", "58.3%", "38.9%", "0.0%", "13.9%", "69.4%", "16.7%", "0.0%", "8.3%", "61.1%", "30.6%", "0.0%", "8.3%", "69.4%", "22.2%" ], [ "Ballacottier Primary School", "42", "2.4%", "2.4%", "40.5%", "52.4%", "0.0%", "2.4%", "45.2%", "50.0%", "0.0%", "11.9%", "50.0%", "35.7%", "0.0%", "7.1%", "42.9%", "47.6%", "2.4%", "0.0%", "35.7%", "59.5%" ], [ "Ballasalla Primary school", "16", "0.0%", "0.0%", "56.3%", 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"1.8%", "1.8%", "43.6%", "49.1%", "0.0%", "0.0%", "41.8%", "52.7%", "0.0%", "1.8%", "50.9%", "41.8%", "1.8%", "1.8%", "27.3%", "65.5%", "1.8%", "0.0%", "38.2%", "56.4%" ], [ "Dhoon School", "15", "0.0%", "0.0%", "53.3%", "46.7%", "0.0%", "6.7%", "40.0%", "53.3%", "0.0%", "6.7%", "46.7%", "46.7%", "0.0%", "0.0%", "53.3%", "46.7%", "0.0%", "0.0%", "60.0%", "40.0%" ], [ "Foxdale Primary", "13", "0.0%", "0.0%", "23.1%", "76.9%", "0.0%", "0.0%", "15.4%", "76.9%", "7.7%", "0.0%", "38.5%", "53.8%", "0.0%", "7.7%", "30.8%", "61.5%", "0.0%", "0.0%", "7.7%", "92.3%" ], [ "Henry Bloom Noble Primary School", "45", "2.2%", "2.2%", "55.6%", "37.8%", "2.2%", "11.1%", "57.8%", "26.7%", "2.2%", "6.7%", "62.2%", "26.7%", "0.0%", "4.4%", "60.0%", "33.3%", "0.0%", "6.7%", "62.2%", "28.9%" ], [ "Jurby Community School", "8", "0.0%", "25.0%", "50.0%", "25.0%", "0.0%", "0.0%", "37.5%", "62.5%", "0.0%", "25.0%", "37.5%", "37.5%", "0.0%", "12.5%", "25.0%", "62.5%", "0.0%", "0.0%", "37.5%", "62.5%" ], [ 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"0.0%", "58.8%", "35.3%", "0.0%", "5.9%", "52.9%", "41.2%" ], [ "Victoria Road Primary School", "35", "0.0%", "11.4%", "37.1%", "51.4%", "0.0%", "14.3%", "51.4%", "34.3%", "2.9%", "14.3%", "54.3%", "28.6%", "0.0%", "11.4%", "37.1%", "51.4%", "0.0%", "2.9%", "51.4%", "45.7%" ], [ "Willaston Primary School", "32", "3.1%", "21.9%", "40.6%", "34.4%", "0.0%", "21.9%", "34.4%", "40.6%", "12.5%", "15.6%", "34.4%", "34.4%", "3.1%", "15.6%", "43.8%", "37.5%", "3.1%", "9.4%", "37.5%", "50.0%" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "LEA", "913", "0.5%", "5.9%", "50.6%", "42.1%", "0.5%", "4.5%", "45.1%", "48.5%", "1.2%", "9.0%", "55.4%", "33.2%", "0.7%", "5.5%", "48.7%", "44.2%", "0.3%", "2.7%", "49.6%", "46.3%" ] ], "row_count": 36, "col_count": 22 }, { "headers": [ "KS 2 progress 2019\nSulby 17 / 17\npupils", "7 increments", "8+\nincrements" ], "rows": [ [ "Maths", "6 at 36%", "3 at 18%" ], [ "Reading", "2 at 12%", "4 at 24%" ], [ "Writing", "2 at 12%", "3 at 18%" ], [ "Science", "5 at 30%", "1 at 6%" ], [ "Speaking", "3 at 18%", "4 at 24%" ] ], "row_count": 5, "col_count": 3 } ] }, { "case_id": 1030229, "title": "Overseas Aid - RNLI", "authority": "Cabinet Office", "date_received": "2019-11-05", "outcome": "Some information sent but part exempt", "summary": "The request sought the paper submitted by the Executive Director regarding Small Grants funding for the 2019-2021 period, specifically referencing an RNLI project. The authority released some information, including the list of approved grants and funding amounts, but withheld specific project details and assessment scores, citing partial exemptions.", "key_facts": [ "The Cabinet Office approved eight Small Grant applications for the 2019-2021 period.", "The RNLI received £57,855 for a project titled 'SwimSafe'.", "Other funded charities include CAFOD, British Red Cross, and Save the Children.", "The response includes a template for project assessment but redacts specific scoring and rationale for individual applications.", "The outcome was determined as 'Some information sent but part exempt' on 2019-12-19." ], "data_mentioned": [ "2019-11-05", "2019-12-19", "£57,855", "£83,977", "£99,000", "£81,989", "£95,029", "£60,000", "£100,000", "SG 0619", "SG 0719", "SG 1019", "SG 1219", "SG 0919", "SG 1119", "SG 0319", "SG 0419", "468", "£179.44", "£151,219", "£85,609" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "Charity:", "", "", "", "" ], 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"Communications Plan", "", "", "Yes", "" ], [ "", "Safeguarding Plan", "", "", "Yes", "" ] ], "row_count": 24, "col_count": 6 }, { "headers": [ "", "", "", "", "", "", "", "Ranked 1-5", "" ], "rows": [ [ "", "1", "", "", "Project objectives are clear and meet the International Development policy objectives", "", "", "4", "" ], [ "", "2", "", "", "Project Delivery Plan is well defined and achievable", "", "", "4", "" ], [ "", "3", "", "", "Project costs have been realistically assessed and the project budget is detailed", "", "", "4", "" ], [ "", "4", "", "", "The Project Budget demonstrates measures are in place to safeguard charity finances", "", "", "4", "" ], [ "", "5", "", "", "The charity has adequate safeguarding policies in place", "", "", "4", "" ], [ "", "6", "", "", "The charity has demonstrated that it can sufficiently manage this level of funding", "", "", "5", "" ], [ "", "7", "", "", "The charity has demonstrated a proven record in delivering similar projects", "", "", "5", "" ], [ "8", "8", "", "", "The charity has sufficient technical expertise to implement the project over a timescale", "", "5", "5", "" ], [ "", "", "", "", "of two years and has identified an appropriate project manager", "", "", "", "" ], [ "", "9", "", "", "A satisfactory risk assessment has been undertaken", "", "", "4", "" ], [ "", "10", "", "", "An appropriate level of due diligence has been conducted on partner organisations", "", "", "5", "" ], [ "", "11", "", "", "The project is sustainable post – Isle of Man funding", "", "", "3", "" ], [ "", "12", "", "", "The project is technically, environmentally and socially appropriate", "", "", "3", "" ], [ "13", "13", "", "", "The Project Communications Plan clearly sets out detailed activities for raising", "", "4", "4", "" ], [ "", "", "", "", "awareness of the project and Isle of Man Government funding on the Island, in the", "", "", "", "" ], [ "", "", "", "", "project location and globally.", "", "", "", "" ], [ "", "14", "", "", "The project is deliverable within 24 months", "", "", "4", "" ], [ "", "", "", "", "", "", "", "58", "" ] ], "row_count": 18, "col_count": 9 }, { "headers": [ "Has appropriate consultation taken place?", "", "Not applicable", "", "", "" ], "rows": [ [ "Are there any resource/personnel implications?", "", "Not applicable", "", "", "" ], [ "Are there any inter-Departmental implications?", "", "", "No", "", "" ], [ "If yes, which other Departments are involved?", "", "", "", "", "" ], [ "What is the intention of this paper?", "Seek Approval", "", "", "", "" ], [ "Purpose of the Paper: To seek the approval of the Cabinet Office Political Group for the\nallocation of Small Grants funding for the 2019-2021 project period.", "", "", "", "", "" ] ], "row_count": 5, "col_count": 6 } ] }, { "case_id": 1067861, "title": "Dyslexia in Education", "authority": "Department of Education, Sport and Culture", "date_received": "2019-11-25", "outcome": "Some information sent but not all held", "summary": "A request was made for data on dyslexia training for teachers, diagnosis rates, funding, and literacy outcomes in Isle of Man primary schools. The Department of Education refused to provide specific statistics on teacher training and diagnoses due to lack of records but promised to follow up on teacher data by January 2020.", "key_facts": [ "The Department does not hold systematic records of teachers' dyslexia training.", "Schools do not necessarily maintain records of formal dyslexia diagnoses for children.", "The Department intends to contact schools after the Christmas half term to seek teacher training information.", "A follow-up response regarding teacher training data was expected by Friday 24th January 2020.", "The Department referred the requester to a Tynwald written answer from July 2015 regarding teacher training." ], "data_mentioned": [ "2019-11-25", "2020-01-03", "2015", "21st July 2015", "Friday 24th January 2020", "page 109", "question 50", "sections 11(2)(b) and 11(3)(a)" ], "exemptions_cited": [ "Freedom of Information Act 2015 sections 11(2)(b) and 11(3)(a) (practical refusal reason: information not held or cannot be found after reasonable steps)" ], "tables": [ { "headers": [ "Information Based on School\nResponses", "No. of Teachers", "No. of Schools" ], "rows": [ [ "Dyslexia training received during last 5\nyears", "113", "16" ], [ "No training within the past 5 years", "-", "11" ], [ "No information on training held/ no\nresponse received", "-", "5" ] ], "row_count": 3, "col_count": 3 } ] }, { "case_id": 1073561, "title": "national curriculum levels for key stage 2 children", "authority": "Department of Education, Sport and Culture", "date_received": "2019-11-27", "outcome": "All information sent", "summary": "The request sought Key Stage 2 national curriculum attainment levels for all Year 6 pupils at Rushen Primary School from the start of Key Stage 2. The Department of Education released the data for English, Maths, and Science but redacted individual names and specific attainment levels to protect personal data.", "key_facts": [ "The request was received on 2019-11-27 and responded to on 2019-12-30.", "Information covers the current Year 6 cohort at Rushen Primary School since the beginning of Key Stage 2.", "Data includes attainment levels for English, Mathematics, and Science for academic years 16/17 and 17/18.", "The number of pupils fluctuates due to leavers and new starters within the cohort.", "Individual names and specific attainment levels were redacted from the released documents." ], "data_mentioned": [ "2019-11-27", "2019-12-30", "1073561", "11", "10", "16/17", "17/18", "P4", "section 25 (2) (a) and (b) (i)", "Article 5", "Article 6" ], "exemptions_cited": [ "Section 25 (2) (a) and (b) (i) of the Freedom of Information Act 2015 (absolutely exempt personal information)", "Article 5 of the General Data Protection Regulation (data protection principles)", "Article 6 of the General Data Protection Regulation (conditions for lawful processing)" ], "tables": [ { "headers": [ "16/17 English" ], "rows": [ [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "2" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "Redacted" ], [ "3" ], [ "3" ], [ "2" ], [ "3" ], [ "2" ], [ "3" ], [ "3" ], [ "2" ], [ "3" ], [ "3" ], [ "3" ], [ "2" ], [ "2" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ] ], "row_count": 32, "col_count": 1 }, { "headers": [ "16/17 Mathematics" ], "rows": [ [ "3" ], [ "3" ], [ "3" ], [ "2" ], [ "3" ], [ "3" ], [ "3" ], [ "2" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "Redacted" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "2" ], [ "3" ], [ "3" ], [ "2" ], [ "3" ], [ "2" ], [ "3" ], [ "3" ] ], "row_count": 32, "col_count": 1 }, { "headers": [ "16/17 Science" ], "rows": [ [ "3" ], [ "3" ], [ "3" ], [ "2" ], [ "2" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "2" ], [ "3" ], [ "2" ], [ "3" ], [ "2" ], [ "3" ], [ "3" ], [ "Redacted" ], [ "2" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "P4" ], [ "2" ] ], "row_count": 32, "col_count": 1 }, { "headers": [ "17/18 English" ], "rows": [ [ "3" ], [ "3" ], [ "4" ], [ "4" ], [ "NEW" ], [ "3" ], [ "2" ], [ "4" ], [ "4" ], [ "4" ], [ "3" ], [ "3" ], [ "4" ], [ "3" ], [ "2" ], [ "2" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "Redacted" ], [ "4" ], [ "4" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "4" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "4" ], [ "4" ] ], "row_count": 35, "col_count": 1 }, { "headers": [ "17/18Mathematics" ], "rows": [ [ "3" ], [ "3" ], [ "4" ], [ "4" ], [ "4" ], [ "3" ], [ "3" ], [ "4" ], [ "3" ], [ "3" ], [ "4" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "4" ], [ "3" ], [ "4" ], [ "3" ], [ "4" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], 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[ "4" ], [ "4" ], [ "4" ], [ "3" ], [ "4" ], [ "3" ], [ "3" ], [ "3" ], [ "3" ], [ "4" ], [ "4" ], [ "Redacted" ], [ "3" ], [ "4" ], [ "4" ], [ "4" ], [ "3" ], [ "4" ], [ "4" ], [ "4" ], [ "4" ], [ "4" ], [ "3" ], [ "4" ], [ "4" ], [ "3" ], [ "4" ] ], "row_count": 34, "col_count": 1 }, { "headers": [ "18/19 Science" ], "rows": [ [ "4" ], [ "4" ], [ "4" ], [ "3" ], [ "3" ], [ "4" ], [ "4" ], [ "4" ], [ "4" ], [ "4" ], [ "4" ], [ "4" ], [ "4" ], [ "3" ], [ "4" ], [ "4" ], [ "4" ], [ "3" ], [ "4" ], [ "3" ], [ "3" ], [ "4" ], [ "Redacted" ], [ "4" ], [ "4" ], [ "4" ], [ "4" ], [ "3" ], [ "3" ], [ "4" ], [ "4" ], [ "4" ], [ "4" ], [ "4" ] ], "row_count": 34, "col_count": 1 } ] }, { "case_id": 1122925, "title": "2018-19 Year 11 GCSE Attainment and Allied Data", "authority": "Department of Education, Sport and Culture", "date_received": "2020-01-06", "outcome": "Some information sent but not all held", "summary": "A request was made for detailed 2018-19 GCSE attainment data across Isle of Man state secondary schools, including breakdowns by Free School Meals status and specific grade distributions. The Department of Education provided partial data containing subject-specific entry numbers and grade counts for various qualifications, though the response was cut off before covering all requested schools or metrics.", "key_facts": [ "The request targeted Year 11 students in the Island's 5 state secondary schools for the 2018-19 academic year.", "The authority responded with an outcome of 'Some information sent but not all held'.", "The provided data includes detailed grade distributions (A*-U, D*-P) for subjects like English, Mathematics, Science, and ICT.", "Ballakermeen High School is explicitly named in the data tables provided in the response.", "The response includes data for both GCSE/IGCSE qualifications and vocational awards such as BTEC and NPA." ], "data_mentioned": [ "2018-19", "2020-01-06", "2020-01-07", "18 pages", "6 documents", "209 entries for English (First Language) IGCSE", "84 entries for Mathematics IGCSE", "135 entries for Combined Science IGCSE", "63 entries 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[ [ "CRHS", "67.6%" ], [ "QEII", "69.3%" ], [ "RGS", "67.0%" ], [ "SNHS", "71.8%" ], [ "IOM", "67.4%" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "BHS", "32%" ], "rows": [ [ "CRHS", "15%" ], [ "QEII", "40%" ], [ "RGS", "40%" ], [ "SNHS", "56%" ] ], "row_count": 4, "col_count": 2 } ] }, { "case_id": 1137125, "title": "Education Consultant Fees / Impact", "authority": "Department of Education, Sport and Culture", "date_received": "2020-01-20", "outcome": "Some information sent but not all held", "summary": "The request sought the costs of education consultant Dave Harris's visits to Manx schools over five years and the resulting reforms. The authority disclosed detailed cost breakdowns for most visits and described the nature of the work undertaken, but noted that specific ancillary expense data for some dates could not be located.", "key_facts": [ "The Department of Education, Sport and Culture provided cost data for Dave Harris's visits between 2015 and 2019.", "Some information regarding ancillary expenses (accommodation and car hire) could not be located after reasonable steps.", "Harris's work included direct engagement with secondary schools and Department-level tasks like leadership training and system consultation.", "The response was issued on 17 February 2020 following a request received on 20 January 2020.", "Multiple visits occurred in 2017 and 2019, with individual costs ranging from approximately £294 to £3,005." ], "data_mentioned": [ "£1,692.13", "£602.00", "£1,001.35", "£2,067.99", "£294.51", "£909.76", "£2,739.71", "£1,636.96", "£1,966.49", "£2,729.11", "£2,243.25", "£2,440.13", "£1,412.72", "£1,557.30", "£3,005.09", "£2,728.29", "£1,121.63", "£2,263.00", "2015", "2016", "2017", "2018", "2019", "2020-01-20", "2020-02-17", "1137125" ], "exemptions_cited": [], "tables": [ { "headers": [ "Year", "Week commencing", "Total", "Information Held", "Information Not Held", "Comments" ], "rows": [ [ "2015", "5.7.15", "£1,692.13", "Flights & Fees", "Accommodation & car hire", "" ], [ "", "", "", "", "", "" ], [ "2016", "23.2.16", "£602.00", "Flights, accommodation &\nFees", "Car hire", "" ], [ "", "12.10.16", "£1,001.35", "Flights & Fees", "Accommodation & car hire", "" ], [ "", "20.11.16", "", "", "No info held", "" ], [ "", "", "", "", "", "" ], [ "2017", "12.1.17", "£2,067.99", "Fees", "Flights, accommodation &\ncar hire", "" ], [ "", "28.3.17", "£294.51", "Flights, car hire & fees", "Accommodation", "" ], [ "", "17.6.17", "£909.76", "Flights & accommodation", "Car hire & fees", "" ], [ "", "3.9.17", "£2,739.71", "Flights, accommodation,\ncar hire & fees", "", "" ], [ "", "24.9.17", "£1,636.96", "Flights, car hire & fees", "Accommodation", "" ], [ "", "12.11.17", "£1,966.49", "Flights, accommodation,\ncar hire & fees", "", "" ], [ "", "", "", "", "", "" ], [ "2018", "18.6.18", "£2,729.11", "Flights, Accommodation &\nFees", "Car hire", "" ], [ "", "17.10.18", "£2,243.25", "Flights, accommodation,\ncar hire & fees", "", "" ], [ "", "18.11.18", "£2,440.13", "Flights, accommodation,\ncar hire & fees", "", "" ], [ "", "", "", "", "", "" ], [ "", "17.3.19", "£1,412.72", "Flights, accommodation,\ncar hire & fees", "", "" ], [ "", "16.6.19", "£1,557.30", "Flights, accommodation,\ncar hire & fees", "", "" ] ], "row_count": 19, "col_count": 6 }, { "headers": [ "6-10.9.19", "£3,005.09", "Flights, Accommodation &\nFees", "Car hire", "2 separate piecesof work\nwithin same period / car\nhire info not held" ], "rows": [ [ "9-13.9.19", "£2,728.29", "Flights, Accommodation &\nFees", "Car hire", "" ], [ "1.7.19", "£1,121.63", "Flights, accommodation,\ncar hire & fees", "", "" ], [ "8.12.19", "£2,263.00", "Flights, accommodation,\ncar hire & fees", "", "" ] ], "row_count": 3, "col_count": 5 }, { "headers": [ "Financial\nYear", "Purpose of visit", "Impact" ], "rows": [ [ "2015'16", "", "" ], [ "2016'17", "", "" ], [ "2017'18", "", "" ], [ "2018'19", "Carried out an evaluation of Senior\nLeadership Team and review of their roles\n& responsibilities", "Senior Leadership team roles and\nresponsibilities reviewed and developed\nfurther – contributing to improved school\nleadership." ], [ "", "Compiled evidence & assisted HT & SLT on\ncompleting Personal Development section\nof SSRE", "Improved QA procedures in this area of\nschool evaluation" ], [ "", "Compiled Job Scoping Report –\ninvestigating the parity of different TLR 1B\nroles in the school", "Vital report in evaluating a formal pay\nclaim by a middle leader in the school" ], [ "2019'20", "AM: School Climate Check (lesson\nobservations /meetings with\nstaff/meetings with students etc.) – fed\nback to SLT.\nPM: Worked with Deputy Head Teacher on\nour KS2 to KS3 Transition Programme", "Important part of the school’s ongoing QA\nsystems and self-review.\nFurther improved the experience our\nstudents get from their transition\nprogramme to secondary school" ], [ "", "Worked with Deputy Head Teacher,\nTransition Team & Cluster Group on\nTransition Programme – follow-up", "Further improved the experience our\nstudents get from their transition\nprogramme to secondary school" ], [ "", "Transition – further follow-up\nSchool Strategic Planning with HT\nVisioning session with SLT", "As above\nProfessional conversation with HT on\nstrategic planning of the school – helped\nprovide clarity of strategic direction of\nschool." ] ], "row_count": 9, "col_count": 3 } ] }, { "case_id": 1150426, "title": "Isle of Man Fire service call outs and Risk Assessments", "authority": "Department of Home Affairs", "date_received": "2020-01-27", "outcome": "Some information sent but not all held", "summary": "The request sought fire service call-out statistics for the last three years and risk assessments for converted living accommodation at Douglas Fire Station. The authority provided total call-out numbers for all stations and aggregate automated fire alarm data, but refused specific time-based breakdowns due to excessive cost and stated that the risk assessment documents were not held.", "key_facts": [ "Total call-outs for Douglas Fire Station between 2017 and 2019 were 2,474.", "The authority refused to provide call-out data specifically between 9pm and 6am due to the manual effort required exceeding 40 hours.", "There were 2,185 total calls to Automated Fire Alarms across all stations between 2017 and 2019.", "The requested Risk Assessment for Douglas Fire Station as a converted building was not held by the authority.", "The response was issued on 4 February 2020 under reference number 1150426." ], "data_mentioned": [ "2474", "159", "411", "144", "252", "225", "345", "2185", "40 hours", "2017", "2019", "2020-01-27", "2020-02-04", "1150426" ], "exemptions_cited": [ "Section 8(3)(c) of the Freedom of Information Act 2016 (practical refusal due to excessive cost/time)", "Information not held" ], "tables": [ { "headers": [ "Station", "Total Calls\nbetween 2017\nand 2019", "" ], "rows": [ [ "Douglas", "2474", "" ], [ "Laxey", "159", "" ], [ "Ramsey", "411", "" ], [ "Kirk Michael", "144", "" ], [ "Peel", "252", "" ], [ "Port Erin", "225", "" ], [ "Castletown", "345", "" ] ], "row_count": 7, "col_count": 3 } ] }, { "case_id": 1154925, "title": "KS4 Attainment in Level 1 & 2 Qualifications 2019 By School", "authority": "Department of Education, Sport and Culture", "date_received": "2020-01-29", "outcome": "Some information sent but part exempt", "summary": "", "key_facts": [], "data_mentioned": [], "exemptions_cited": [], "tables": [ { "headers": [ "Ballakermeen High School", "8.8" ], "rows": [ [ "Castle Rushen High School", "8.8" ], [ "Queen Elizabeth II High School", "8.5" ], [ "Ramsey Grammar School", "8.3" ], [ "St Ninian’s High School", "9.0" ], [ "Isle of Man", "8.7" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Ballakermeen High School", "97.1%" ], "rows": [ [ "Castle Rushen High School", "99.6%" ], [ "Queen Elizabeth II High School", "98.6%" ], [ "Ramsey Grammar School", "98.6%" ], [ "St Ninian’s High School", "96.1%" ], [ "Isle of Man", "97.6%" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Ballakermeen High School", "69.2%" ], "rows": [ [ "Castle Rushen High School", "76.5%" ], [ "Queen Elizabeth II High School", "73.1%" ], [ "Ramsey Grammar School", "72.4%" ], [ "St Ninian’s High School", "72.3%" ], [ "Isle of Man", "72.2%" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Ballakermeen High School", "19.2%" ], "rows": [ [ "Castle Rushen High School", "19.0%" ], [ "Queen Elizabeth II High School", "24.0%" ], [ "Ramsey Grammar School", "20.4%" ], [ "St Ninian’s High School", "17.5%" ], [ "Isle of Man", "19.6%" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Ballakermeen High School", "8.0%" ], "rows": [ [ "Castle Rushen High School", "6.5%" ], [ "Queen Elizabeth II High School", "10.0%" ], [ "Ramsey Grammar School", "8.7%" ], [ "St Ninian’s High School", "10.8%" ], [ "Isle of Man", "9.0%" ] ], "row_count": 5, "col_count": 2 } ] }, { "case_id": 1155125, "title": "KS5 Attainment in Level 3 Qualifications 2018 by School", "authority": "Department of Education, Sport and Culture", "date_received": "2020-01-29", "outcome": "All information sent", "summary": "A request was made for 2018-19 Level 3 qualification attainment data for Year 13 pupils across all Isle of Man secondary schools, which was fully disclosed by the Department of Education, Sport and Culture.", "key_facts": [ "Data covers five specific schools: Ballakermeen, Castle Rushen, Queen Elizabeth II, Ramsey Grammar, and St Ninian's High School.", "Ballakermeen High School achieved 100% of entries gaining grades A*-E.", "Ballakermeen High School had the highest average UCAS points per student at 107.", "The overall Isle of Man average for UCAS points per student was 98.", "The request was received on 29 January 2020 and responded to on 24 February 2020." ], "data_mentioned": [ "2018-19", "29 January 2020", "24 February 2020", "3.0", "2.8", "2.9", "100%", "98.3%", "99.3%", "97.0%", "97.5%", "98.5%", "46.4%", "45.1%", "41.2%", "34.5%", "41.4%", "42.2%", "36.2", "34.1", "34.3", "32.1", "32.9", "107", "95", "101", "93", "91", "98" ], "exemptions_cited": [], "tables": [ { "headers": [ "Ballakermeen High School", "3.0" ], "rows": [ [ "Castle Rushen High School", "2.8" ], [ "Queen Elizabeth II High School", "3.0" ], [ "Ramsey Grammar School", "2.9" ], [ "St Ninian’s High School", "2.8" ], [ "Isle of Man", "2.9" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Ballakermeen High School", "100%" ], "rows": [ [ "Castle Rushen High School", "98.3%" ], [ "Queen Elizabeth II High School", "99.3%" ], [ "Ramsey Grammar School", "97.0%" ], [ "St Ninian’s High School", "97.5%" ], [ "Isle of Man", "98.5%" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Ballakermeen High School", "46.4%" ], "rows": [ [ "Castle Rushen High School", "45.1%" ], [ "Queen Elizabeth II High School", "41.2%" ], [ "Ramsey Grammar School", "34.5%" ], [ "St Ninian’s High School", "41.4%" ], [ "Isle of Man", "42.2%" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Ballakermeen High School", "36.2" ], "rows": [ [ "Castle Rushen High School", "34.1" ], [ "Queen Elizabeth II High School", "34.3" ], [ "Ramsey Grammar School", "32.1" ], [ "St Ninian’s High School", "32.9" ], [ "Isle of Man", "34.1" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Ballakermeen High School", "107" ], "rows": [ [ "Castle Rushen High School", "95" ], [ "Queen Elizabeth II High School", "101" ], [ "Ramsey Grammar School", "93" ], [ "St Ninian’s High School", "91" ], [ "Isle of Man", "98" ] ], "row_count": 5, "col_count": 2 } ] }, { "case_id": 1165549, "title": "FSM, SEN, Pupil Attainment & Pupil Premium", "authority": "Department of Education, Sport and Culture", "date_received": "2020-02-04", "outcome": "Some information sent but not all held", "summary": "The requester sought detailed raw data on FSM and SEN pupil attainment across schools and research regarding a Pupil Premium scheme. The Department of Education, Sport and Culture responded with a business case paper discussing social equity funding and the validity of FSM as a poverty measure, noting that not all requested data was held.", "key_facts": [ "The response includes a business case titled 'Social Equity Funding for Schools' to address under-performance by disadvantaged pupils.", "At the end of the 2017-18 academic year, 17.6% of pupils on the Isle of Man were registered for Free School Meals.", "Research cited indicates that disadvantaged pupils fall behind their affluent peers by approximately 2 months each year during secondary school.", "A study by RAND Europe and the University of Cambridge concluded that FSM eligibility is the most practical measure for explaining variation in pupil achievement.", "The authority stated that some information was sent but not all requested data was held." ], "data_mentioned": [ "17.6%", "2017-18", "2 months", "2020-02-04", "2020-03-02", "1165549", "1122925" ], "exemptions_cited": [], "tables": [ { "headers": [ "registering their children as eligible, making them reluctant to do so, for example." ], "rows": [ [ "Further there are residency requirements for eligibility for benefits on the Isle of" ], [ "Man, meaning that those who were not born on the Island or have not been" ], [ "resident for at least five years may not (unless" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "", "Department for Education (England)" ], "rows": [ [ "commissioned RAND Europe and University of Cambridge study which considered", "" ], [ "whether other measures of socio-economic status did a better job of explaining", "" ], [ "variation in pupil achievement at primary and secondary school. The study", "" ], [ "concluded that models with measures of free school meal eligibility worked best, in", "" ], [ "practical terms, for explaining variation in pupil achievement. While models with", "" ], [ "parental education and parental occupation were marginally better at predicting", "" ], [ "pupil achievement, the potential costs of switching to either of these approaches far", "" ], [ "outweighed any slight gains.", "" ] ], "row_count": 8, "col_count": 2 }, { "headers": [ "", "2018", "", "", "% entire year group", "", "", "%FSM", "", "", "Difference", "" ], "rows": [ [ "GLD", "", "", "69", "", "", "49", "", "", "-20", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "% Sp & List (L2b+\nin Y2)", "", "", "82", "", "", "71", "", "", "-11", "", "" ], [ "% Reading (L2b+ in\nY2)", "", "", "70.7", "", "", "53", "", "", "-17.7", "", "" ], [ "% Writing (L2b+ in\nY2)", "", "", "71.4", "", "", "52", "", "", "-19.4", "", "" ], [ "% Maths (L2b+ in\nY2)", "", "", "79.9", "", "", "63", "", "", "-16.9", "", "" ], [ "% Science (L2b+ in\nY2)", "", "", "89.8", "", "", "77", "", "", "-12.8", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "% 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"", "7%" ], [ "", "", "11%\n61%\n4%\n10%\n16%\n27%\n25%\n23%\n34%\n20%\n14%\n21%\n5%\n6%\n38%\n37%", "", "", "14%\n54%\n2%\n11%\n16%\n24%\n22%\n23%\n5%\n22%\n17%\n19%\n6%\n8%\n34%\n41%", "", "", "12%\n51%\n3%\n11%\n19%\n22%\n21%\n20%\n5%\n20%\n19%\n16%\n5%\n8%\n32%\n36%" ], [ "6382", "1434", "22%", "6390", "1380", "22%", "6494", "1361", "21%" ], [ "", "", "Avg %", "", "", "Avg %", "", "", "Avg %" ] ], "row_count": 20, "col_count": 9 }, { "headers": [ "Summary", "", "", "" ], "rows": [ [ "School", "2015/16", "2016/17", "2017/18" ], [ "Anagh Coar Primary School", "54%", "46%", "48%" ], [ "Andreas Primary School", "20%", "18%", "19%" ], [ "Arbory Primary School", "13%", "14%", "17%" ], [ "Ashley Hill Primary School", "11%", "15%", "14%" ], [ "Ballacottier Primary School", "19%", "17%", "20%" ], [ "Ballasalla Primary School", "45%", "38%", "34%" ], [ "Ballaugh Primary School", "19%", "19%", "16%" ], [ "Braddan Primary School", "24%", "27%", "28%" ], [ "Bunscoill Ghaelgagh", "0%", "4%", "3%" ], [ "Bunscoill Rhumsaa", "24%", "24%", "23%" ], [ "Cronk y Berry Primary School", "27%", "27%", "26%" ], [ "Dhoon Primary School", "10%", "10%", "10%" ], [ "Foxdale Primary School", "13%", "9%", "12%" ], [ "Henry Bloom Noble Primary School", "31%", "36%", "32%" ], [ "Jurby Community School", "53%", "44%", "52%" ], [ "Kewaigue Primary School", "9%", "9%", "7%" ], [ "Laxey Primary School", "11%", "14%", "12%" ], [ "Manor Park Primary School", "61%", "54%", "51%" ], [ "Marown Primary School", "4%", "2%", "3%" ], [ "Michael Primary school", "10%", "11%", "11%" ], [ "Onchan Primary School", "16%", "16%", "19%" ], [ "Peel Clothworker's School", "27%", "24%", "22%" ], [ "Rushen Primary School", "25%", "22%", "21%" ], [ "Scoill Phurt le Moirrey", "23%", "23%", "20%" ], [ "Scoill Vallajeelt", "34%", "5%", "5%" ], [ "Scoill yn Jubilee", "20%", "22%", "20%" ], [ "St John's Primary School", "14%", "17%", "19%" ], [ "St Mary's RC School", "21%", "19%", "16%" ], [ "St Thomas' C of E Primary 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"Bunscoill\nGhaelgagh", "3", "17.4", "4", "0" ], [ "Scoill Vallajeelt", "4", "16.7", "0", "0" ], [ "St Thomas’s", "5", "11.8", "0", "0" ], [ "Kewaigue", "7", "6.7", "0", "0" ], [ "Sulby", "8", "9.2", "0", "5" ], [ "Average", "", "12.75", "0.66", "0.83" ] ], "row_count": 7, "col_count": 5 }, { "headers": [ "", "%FSM", "%SEN", "LAC", "CPP" ], "rows": [ [ "School A", "55", "17.8", "0", "0" ], [ "School B", "51", "16.8", "0", "1" ], [ "School C", "49", "18.3", "1", "2" ], [ "School D", "37", "18.3", "4", "8" ], [ "School E", "32", "24.5", "0", "1" ], [ "School F", "32", "16.3", "2", "3" ], [ "Average", "", "18.66", "1.16", "2.5" ] ], "row_count": 7, "col_count": 5 }, { "headers": [ "", "%FSM", "%SEN", "LAC", "CPP" ], "rows": [ [ "School U", "3", "14.7", "0", "0" ], [ "School V", "3", "17.4", "4", "0" ], [ "School W", "4", "16.7", "0", "0" ], [ "School X", "5", "11.8", "0", "0" ], [ "School Y", "7", "6.7", "0", "0" ], [ "School Z", "8", "9.2", "0", "5" ], [ "Average", "", "12.75", "0.66", "0.83" ] ], "row_count": 7, "col_count": 5 }, { "headers": [ "2018", "% entire year group", "%FSM", "Difference" ], "rows": [ [ "GLD", "69", "49", "-20" ], [ "", "", "", "" ], [ "% S & List (L2b+ in Y2)", "82", "71", "-11" ], [ "% Reading (L2b+ in Y2)", "70.7", "53", "-17.7" ], [ "% Writing (L2b+ in Y2)", "71.4", "52", "-19.4" ], [ "% Maths (L2b+ in Y2)", "79.9", "63", "-16.9" ], [ "% Science (L2b+ in Y2)", "89.8", "77", "-12.8" ], [ "", "", "", "" ], [ "% Reading (L4+ in Y6)", "90.9", "79", "-11.9" ], [ "% Writing (L4+ in Y6)", "84.5", "67", "-17.5" ], [ "% Maths (L4+ in Y6)", "89.6", "76", "-13.6" ], [ "% Science (L4+ in Y6)", "93.8", "83", "-10.8" ], [ "", "", "", "" ], [ "%5 Level 2 passes", "64", "38", "-26" ], [ "%5 Level 2 passes (EM)", "58.1", "34", "-24.1" ], [ "", "", "", "" ] ], "row_count": 16, "col_count": 4 }, { "headers": [ "", "", "", "" ], "rows": [ [ "", "", "% 5A*-C (EM)", "" ], [ "", "", "for those in", "" ], [ "", "", "receipt of FSM", "" ], [ "", "", "", "" ], [ 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"" ], [ "Isle of Man\nAverage", "19.67", "90", "", "", "83.1", "", "", "88.9", "", "" ] ], "row_count": 12, "col_count": 11 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "FSM", "", "Level 4+", "", "", "Level 4+", "", "", "Level 4+", "" ], [ "", "", "", "Reading", "", "", "Writing", "", "", "Maths", "" ], [ "", "", "", "", "", "", "", "", "", "", "" ], [ "Marown", "2.09", "97.4", "", "", "97.4", "", "", "97.4", "", "" ], [ "Bunscoill\nGhaelgagh", "2.99", "92.9", "", "", "92.9", "", "", "100", "", "" ], [ "Scoill Vallajeelt", "5.1", "100", "", "", "95.5", "", "", "100", "", "" ], [ "St Thomas’", "5.56", "77.8", "", "", "77.8", "", "", "88.9", "", "" ], [ "Sulby", "6.58", "100", "", "", "96", "", "", "92", "", "" ], [ "Kewaigue", "7.9", "90", "", "", "90", "", "", "95", "", "" ], [ "Dhoon", "8.43", "100", "", "", "100", "", "", "100", "", "" ], [ "Average", "5.52", "94.01", "", "", "92.8", "", "", "96.18", "", "" ], [ "Isle of Man\nAverage", "19.67", "90", "", "", "83.1", "", "", "88.9", "", "" ] ], "row_count": 12, "col_count": 11 }, { "headers": [ "", "2018", "", "", "% entire year group", "", "", "%FSM", "", "", "Difference", "" ], "rows": [ [ "GLD", "", "", "69", "", "", "49", "", "", "-20", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "% Sp & List (L2b+\nin Y2)", "", "", "82", "", "", "71", "", "", "-11", "", "" ], [ "% Reading (L2b+ in\nY2)", "", "", "70.7", "", "", "53", "", "", "-17.7", "", "" ], [ "% Writing (L2b+ in\nY2)", "", "", "71.4", "", "", "52", "", "", "-19.4", "", "" ], [ "% Maths (L2b+ in\nY2)", "", "", "79.9", "", "", "63", "", "", "-16.9", "", "" ], [ "% Science (L2b+ in\nY2)", "", "", "89.8", "", "", "77", "", "", "-12.8", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "% Reading (L4+ in\nY6)", "", "", "90.9", "", "", "79", "", "", "-11.9", "", "" ], [ "% Writing (L4+ in\nY6)", "", "", "84.5", "", "", "67", "", "", "-17.5", "", "" ], [ "% Maths (L4+ in\nY6)", "", "", "89.6", "", "", "76", "", "", "-13.6", "", "" ], [ "% Science (L4+ in\nY6)", "", "", "93.8", "", "", "83", "", "", "-10.8", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "%5 Level 2 passes", "", "", "64", "", "", "38", "", "", "-26", "", "" ], [ "%5 Level 2 passes\n(EM)", "", "", "58.1", "", "", "34", "", "", "-24.1", "", "" ] ], "row_count": 15, "col_count": 12 }, { "headers": [ "", "Highest FSM", "", "", "%FSM", "", "", "%SEN", "", "", "LAC", "", "", "CPP", "" ], "rows": [ [ "School A", "", "", "55", "", "", "17.8", "", "", "0", "", "", "0", "", "" ], [ "School B", "", "", "51", "", "", "16.8", "", "", "0", "", "", "1", "", "" ], [ "School C", "", "", "49", "", "", "18.3", "", "", "1", "", "", "2", "", "" ], [ "School D", "", "", "37", "", "", "18.3", "", "", "4", "", "", "8", "", "" ], [ "School E", "", "", "32", "", "", "24.5", "", "", "0", "", "", "1", "", "" ], [ "School F", "", "", "32", "", "", "16.3", "", "", "2", "", "", "3", "", "" ], [ "Average", "", "", "", "", "", "18.66", "", "", "1.16", "", "", "2.5", "", "" ] ], "row_count": 7, "col_count": 15 }, { "headers": [ "", "Lowest FSM", "", "", "%FSM", "", "", "%SEN", "", "", "LAC", "", "", "CPP", "" ], "rows": [ [ "School U", "", "", "3", "", "", "14.7", "", "", "0", "", "", "0", "", "" ], [ "School V", "", "", "3", "", "", "17.4", "", "", "4", "", "", "0", "", "" ], [ "School W", "", "", "4", "", "", "16.7", "", "", "0", "", "", "0", "", "" ], [ "School X", "", "", "5", "", "", "11.8", "", "", "0", "", "", "0", "", "" ], [ "School Y", "", "", "7", "", "", "6.7", "", "", "0", "", "", "0", "", "" ], [ "School Z", "", "", "8", "", "", "9.2", "", "", "0", "", "", "5", "", "" ], [ "Average", "", "", "", "", "", "12.75", "", "", "0.66", "", "", "0.83", "", "" ] ], "row_count": 7, "col_count": 15 }, { "headers": [ "Early Years Foundation Stage" ], "rows": [ [ "Of the four children in care in Early Years Foundation Stage, 50% achieved a ‘good level of" ], [ "development’ The Island average for those achieving a good level of development was 69%." ], [ "" ], [ "End of Key Stage 1 – Expected level of attainment, Level 2B" ], [ "Three pupils in care (60%) attained the expected level or greater in speaking and listening." ], [ "The Island average for all pupils was 82%." ], [ "One pupil in care, (20%) attained the expected level or greater in reading. The Island" ], [ "average for all pupils was 71%." ], [ "Two pupils in care (40%) attained the expected level or greater in writing. The Island" ], [ "average for all pupils was 71%." ] ], "row_count": 10, "col_count": 1 }, { "headers": [ "Four pupils in care (80%) attained the expected level or greater in mathematics. The Island" ], "rows": [ [ "average for all pupils was 80%." ], [ "Three pupils in care (60%) attained the expected level or greater in science. The Island" ], [ "average for all pupils was 90%." ], [ "" ], [ "End of Key Stage 2 – Expected level of attainment, Level" ], [ "Three pupils in care (75%) attained the expected level or greater in speaking and listening." ], [ "The Island average for all pupils 91%." ], [ "Three pupils in care, (75%) attained the expected level or greater in reading. The Island" ], [ "average for all pupils was 91%." ], [ "Three pupils in care (75%) attained the expected level or greater in writing. The Island" ], [ "average for all pupils was 84%." ], [ "Three pupils in care (75%) attained the expected level or greater in mathematics. The" ], [ "Island average for all pupils was 90%." ], [ "All pupils (100%) attained the expected level or greater in science. The Island average for" ], [ "all pupils was 94%." ], [ "" ], [ "GCSE" ], [ "In 2018, 11 children who are cared for on the Isle of Man completed Year 11 and were" ], [ "eligible to take GCSE examinations. Of those 11 children;" ], [ "One pupil attained English GCSE grade B" ], [ "27% of cared for students got grade C or above in English. The Island average for all pupils" ], [ "was 76%" ], [ "One pupil attained mathematics GCSE grade B and one pupil attained mathematics GCSE" ], [ "grade C - 18% of students, therefore, got grade C or above. The Island average for all" ], [ "pupils was 68%" ], [ "In addition, one pupil in care achieved an additional 7 GCSE examinations with grades from" ], [ "A – C and another achieved an additional 7 GCSEs with grades B – C" ], [ "" ], [ "Year 13" ], [ "Three pupils in care completed Year 13" ], [ "One achieved AS mathematics grade E" ], [ "One student achieved three A2 examinations with grades A-E" ], [ "One student achieved three A2 examinations at grade D" ] ], "row_count": 33, "col_count": 1 }, { "headers": [ "", "parents may feel stigmatised when registering their children as eligible," ], "rows": [ [ "making them reluctant to do so, for example. Further there are residency requirements for", "" ], [ "eligibility for benefits on the Isle of Man, meaning that those who were not born on the", "" ], [ "Island or have not been resident for at least five years may not (unless", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "", "Department for Education (England) commissioned" ], "rows": [ [ "RAND Europe and University of Cambridge study which considered whether other measures", "" ], [ "of socio-economic status did a better job of explaining variation in pupil achievement at", "" ], [ "primary and secondary school. The study concluded that models with measures of free", "" ], [ "school meal eligibility worked best, in practical terms, for explaining variation in pupil", "" ], [ "achievement. While models with parental education and parental occupation were", "" ], [ "marginally better at predicting pupil achievement, the potential costs of switching to either", "" ], [ "of these approaches far outweighed any slight gains.", "" ] ], "row_count": 7, "col_count": 2 }, { "headers": [ "", "Initiatives", "", "", "Red Benefits", "", "", "Orange Benefits", "", "", "Green Benefits", "" ], "rows": [ [ "Achievement 1", "", "", "", "", "", "", "", "", "An increase in the\nattainment of pupils whose\nparents are in receipt of\nFree School Meals", "", "" ], [ "Achievement 2", "", "", "", "", "", "", "", "", "An increase in the\nattainment of pupils who are\n‘looked-after’", "", "" ], [ "Achievement 3", "", "", "", "", "", "", "", "", "An improvement in the\n‘cultural capital’ of pupils\nwhose parents are in receipt\nof Free School Meals and\nwho are ‘looked-after’", "", "" ], [ "Achievement 4", "", "", "", "", "", "", "", "", "An improvement in\nattainment and cultural\ncapital for pupils whose\nparents are not in receipt of\nFree School Meals or are not\n‘looked-after’", "", "" ] ], "row_count": 4, "col_count": 12 }, { "headers": [ "", "No. of pupils\n(17-18)", "", "Total additional", "", "Total additional\ncost, if based\non Pupil Equity\nFunding (£1200\nper pupil in\nreceipt of FSM)", "", "Total additional", "" ], "rows": [ [ "", "", "", "cost, if based on", "", "", "", "cost, if based on", "" ], [ "", "", "", "Pupil Premium", "", "", "", "Jersey Premium", "" ], [ "", "", "", "(£1320 –", "", "", "", "(£1005 –", "" ], [ "", "", "", "primary; £935 –", "", "", "", "primary; £645 –", "" ], [ "", "", "", "secondary;", "", "", "", "secondary;", "" ], [ "", "", "", "£2300 - LAC)", "", "", "", "£2000 - LAC)", "" ], [ "Primary - FSM", "1,364", "£1,800,480", "", "", "£1,636,800", "£1,378,820", "", "" ], [ "Secondary - FSM", "768", "£718,848", "", "", "£921,600", "£495,360", "", "" ], [ "LAC", "60", "£138,000", "", "", "N/A", "£120,000", "", "" ], [ "Total", "", "£2,657,328", "", "", "£2,558,400", "£1,994,180", "", "" ] ], "row_count": 10, "col_count": 9 }, { "headers": [ "Total additional" ], "rows": [ [ "cost, if based" ], [ "on Pupil Equity" ], [ "Funding (£1200" ], [ "per pupil in" ], [ "receipt of FSM)" ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "Option 4", "One-off\nTotal\nCost", "Bid\n2020-21", "Bid\n2021-22", "Bid\n2022-23", "Long Term\nAdjustment\nto base" ], "rows": [ [ "Social Equity Funding", "", "£2,657,000", "£2,657,000", "£2,657,000", "£2,657,000" ], [ "Training", "£30,000", "£30,000", "", "", "" ], [ "Total Department Bids", "£30,000", "£2,687,000", "£2,657,000", "£2,657,000", "£2,657,000" ] ], "row_count": 3, "col_count": 6 }, { "headers": [ "Name:", "Glenn Shimmin" ], "rows": [ [ "Title:", "FD" ], [ "Date:", "22-08-2019" ], [ "Signature:", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "Name:", "Ronald Barr" ], "rows": [ [ "Title:", "CEO" ], [ "Date:", "22-08-2019" ], [ "Signature:", "" ] ], "row_count": 3, "col_count": 2 } ] }, { "case_id": 1169449, "title": "Re: previous reference number 1126625", "authority": "Department of Education, Sport and Culture", "date_received": "2020-02-06", "outcome": "All information sent", "summary": "The requester asked for anonymised details of special leave exceeding 5 days granted to teachers and senior leadership at the Department of Education, Sport and Culture over the last three years. The authority responded by providing a full dataset of 26 leave instances, including dates, durations, and reasons, totaling 1664.5 days.", "key_facts": [ "The request specifically targeted teachers and senior leadership teams regarding special leave requests.", "The Department of Education, Sport and Culture provided anonymised data covering the period from June 2016 to June 2020.", "A total of 26 separate leave instances were recorded in the response.", "The cumulative duration of all granted special leave was 1664.5 days.", "Reasons for leave included 'Other Reason', 'Carer/compassionate leave', 'Urgent personal circumstances', and 'Bereavement'.", "The longest single leave period recorded was 260 days for 'Other Personal Circumstances'." ], "data_mentioned": [ "1664.5", "26", "260", "195", "2020-02-06", "2020-03-05", "1169449", "1126625", "06/06/2016", "01/06/2020", "5 days" ], "exemptions_cited": [], "tables": [ { "headers": [ "Reason", "Start Date", "End Date", "Days" ], "rows": [ [ "Other Reason", "06/06/2016", "05/06/2017", "195" ], [ "Other Reason", "01/09/2016", "31/07/2017", "190" ], [ "Other Reason", "01/09/2016", "31/08/2017", "195" ], [ "Carer/compassionate leave", "31/03/2017", "07/04/2017", "6" ], [ "Other Reason", "24/04/2017", "31/05/2017", "26" ], [ "Other Reason", "12/06/2017", "21/07/2017", "29" ], [ "Other Reason", "23/06/2017", "30/06/2017", "6" ], [ "Other Reason", "23/06/2017", "30/06/2017", "6" ], [ "Carer/compassionate leave", "30/06/2017", "14/07/2017", "10" ], [ "Other Reason", "01/09/2017", "31/08/2018", "195" ], [ "Other Reason", "01/09/2017", "31/08/2018", "195" ], [ "Carer/compassionate leave", "04/09/2017", "15/09/2017", "10" ], [ "Other Reason", "11/12/2017", "14/12/2017", "8" ], [ "Carer/compassionate leave", "08/01/2018", "19/01/2018", "10" ], [ "Carer/compassionate leave", "10/01/2018", "24/01/2018", "10" ], [ "Other Reason", "15/01/2018", "22/01/2018", "6" ], [ "Carer/compassionate leave", "05/03/2018", "16/03/2018", "10" ], [ "Carer/compassionate leave", "09/07/2018", "20/07/2018", "10" ], [ "Urgent personal circumstances", "01/09/2018", "31/08/2019", "195" ], [ "Other Personal Circumstances", "01/09/2018", "31/08/2019", "260" ], [ "Carer/compassionate leave", "27/09/2018", "05/10/2018", "7" ], [ "Other Personal Circumstances", "05/11/2018", "12/11/2018", "6" ], [ "Other Personal Circumstances", "07/12/2018", "14/12/2018", "6" ], [ "Bereavement", "28/01/2019", "13/02/2019", "13" ], [ "Bereavement", "21/06/2019", "28/06/2019", "6" ], [ "Bereavement", "02/09/2019", "13/09/2019", "10" ], [ "Bereavement", "04/11/2019", "06/12/2019", "24.5" ], [ "Other Personal Circumstances", "01/01/2020", "01/06/2020", "20" ], [ "Total Days", "", "", "1664.5" ] ], "row_count": 29, "col_count": 4 } ] }, { "case_id": 1190350, "title": "Children unable to attend school data and Home Education data", "authority": "Department of Education, Sport and Culture", "date_received": "2020-02-20", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture disclosed the number of home-educated children and those unable to attend school due to health or refusal issues in the Isle of Man as of March 2020. The response provided specific counts for primary and secondary levels, noting that attendance data was based on partial school responses.", "key_facts": [ "There were 35 primary school-aged home educators.", "There were 56 secondary school-aged home educators.", "2 primary school children were unable to attend due to health or refusal issues.", "45 secondary school children were unable to attend due to health or refusal issues.", "Attendance data was based on responses from 30 of 32 primary schools and 3 of 5 secondary schools." ], "data_mentioned": [ "35", "56", "2", "45", "2020-02-20", "2020-03-18", "30 of 32", "3 of 5", "1190350" ], "exemptions_cited": [], "tables": [ { "headers": [ "Category", "Number" ], "rows": [ [ "Primary School aged Home Educators", "35" ], [ "Secondary School aged Home Educators", "56" ], [ "Primary School children unable to attend (School refusal/Health issues)", "2" ], [ "Secondary School children unable to attend (School refusal/Health issues)", "45" ] ], "row_count": 4, "col_count": 2 } ] }, { "case_id": 1238481, "title": "Suspension related to mobile phone use", "authority": "Department of Education, Sport and Culture", "date_received": "2020-03-18", "outcome": "All information sent", "summary": "The requester asked for suspension figures related to mobile phone misuse in Isle of Man secondary schools for the last two years. The Department of Education, Sport and Culture provided a breakdown of these figures per school for the 2018/19 and 2019/20 academic years.", "key_facts": [ "The request was clarified to cover only secondary schools.", "Suspension figures include cases due to mobile phone misuse alone or in combination with other reasons.", "Ballakermeen High School had the highest number of suspensions in both years (15 in 2018/19, 10 in 2019/20).", "Queen Elizabeth High School recorded zero suspensions for mobile phone misuse in both years.", "The response was issued on 17 April 2020." ], "data_mentioned": [ "2018/19", "2019/20", "10", "15", "2", "3", "0", "1", "18 March 2020", "17 April 2020", "1238481" ], "exemptions_cited": [], "tables": [ { "headers": [ "Secondary School", "Academic Year", "" ], "rows": [ [ "", "2019/20", "2018/19" ], [ "Ballakermeen\nHigh School", "10", "15" ], [ "Castle Rushen\nHigh School", "2", "3" ], [ "Queen Elizabeth\nHigh School", "0", "0" ], [ "Ramsey Grammar\nSchool", "2", "0" ], [ "St Ninian’s High\nSchool", "1", "0" ] ], "row_count": 6, "col_count": 3 } ] }, { "case_id": 1238581, "title": "Funding to attend any Performing Arts school/course in last 5-10 years", "authority": "Department of Education, Sport and Culture", "date_received": "2020-03-18", "outcome": "All information sent", "summary": "The request sought details on funding provided by the Isle of Man Department of Education, Sport and Culture for students attending performing arts schools off-island between 2011 and 2020. The authority confirmed that funding was granted for various courses and listed the specific number of students funded at numerous institutions, noting that most recipients were aged 13 to 19.", "key_facts": [ "Funding has been provided for performing arts courses off the Isle of Man since October 11, 2011.", "The majority of funded students were in the 13 to 19 age group.", "Funding was confirmed for BTEC, A Level, Drama, Acting, Dance, and Singing courses.", "The Academy of Live & Recorded Arts (ALRA) and Royal Academy of Dramatic Art (RADA) received zero funded students during this period.", "The Hammond, Chester had the highest number of funded students with 5." ], "data_mentioned": [ "11 October 2011", "18 March 2020", "20 April 2020", "0", "4", "1", "2", "3", "5", "13 to 19 years old" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "Course", "", "", "Funding received", "" ], "rows": [ [ "BTEC Performing Art Courses", "", "", "Yes", "", "" ], [ "A Level Performing Arts Courses", "", "", "", "", "" ], [ "Combined BTEC & A Level Performing Arts\nCourses", "", "", "", "", "" ], [ "Drama Course", "", "", "Yes", "", "" ], [ "Acting Course", "", "", "Yes", "", "" ], [ "Dance Course", "", "", "Yes", "", "" ], [ "Singing Course", "", "", "Yes", "", "" ], [ "Any performing Arts Course", "", "", "Yes", "", "" ] ], "row_count": 8, "col_count": 6 }, { "headers": [ "", "School", "", "", "Numbers funded", "", "", "Age 13 – 19 years old", "" ], "rows": [ [ "The Academy of Live &\nRecorded Arts (ALRA)", "", "", "0", "", "", "", "", "" ], [ "Arts Educational Schools\nLondon (Arts Ed)", "", "", "4", "", "", "Yes", "", "" ], [ "Tring Park School for the\nPerforming Arts", "", "", "0", "", "", "", "", "" ], [ "The Liverpool Institute for\nPerforming Arts (LIPA)", "", "", "1", "", "", "Yes", "", "" ], [ "Arts1", "", "", "0", "", "", "", "", "" ], [ "Birmingham Conservatoire", "", "", "0", "", "", "", "", "" ], [ "Bristol Old Vic Theatre School", "", "", "1", "", "", "Yes", "", "" ], [ "Drama Centre London", "", "", "0", "", "", "", "", "" ], [ "Drama Studio London", "", "", "0", "", "", "", "", "" ], [ "East 15 Acting School", "", "", "0", "", "", "", "", "" ], [ "Guildford School of Acting\n(GSA)", "", "", "0", "", "", "", "", "" ], [ "Guildhall School of Music &\nDrama (GSMD)", "", "", "0", "", "", "", "", "" ] ], "row_count": 12, "col_count": 9 }, { "headers": [ "Italia Conti Academy of\nTheatre Arts", "0", "" ], "rows": [ [ "London Academy of Music &\nDramatic Art (LAMDA)", "2", "No" ], [ "Manchester Metropolitan\nUniversity School of Theatre\n(MMU)", "1", "Yes" ], [ "Mountview Academy of\nTheatre Arts", "1", "Unknown" ], [ "Oxford School of Drama", "0", "" ], [ "Royal Academy of Dramatic\nArt (RADA)", "0", "" ], [ "Rose Bruford College of\nTheatre & Performance", "0", "" ], [ "Royal Central School of Speech\n& Drama", "1", "No" ], [ "Royal Conservatoire of\nScotland", "2", "Yes" ], [ "Royal Welsh College of Music\nand Drama", "0", "" ], [ "Bird College", "0", "" ], [ "Greater Brighton Metropolitan\nCollege", "0", "" ], [ "Leeds College", "3", "Yes" ], [ "Leicester College of\nperforming arts", "0", "" ], [ "Reed College", "1", "Yes" ], [ "Royal Academy of Music", "1", "No" ], [ "Sharjah-upon-Avon college", "0", "" ], [ "Rambert School, London", "1", "Yes" ], [ "Merseyside Centre for Dance\n& Drama", "2", "Unknown" ], [ "The Hammond, Chester", "5", "Yes" ], [ "The Debut Arts Academy", "1", "Unknown" ], [ "The Performers College", "1", "Yes" ], [ "National Youth Theatre Junior\nActing", "1", "Yes" ], [ "Cheltham’s Music School", "1", "Yes" ], [ "Royal Northern College of\nMusic", "1", "Yes" ] ], "row_count": 24, "col_count": 3 } ] }, { "case_id": 1268645, "title": "IoM Schools Pupil Statistical Data 2019-20", "authority": "Department of Education, Sport and Culture", "date_received": "2020-04-20", "outcome": "Some information sent but part exempt", "summary": "The requester sought detailed pupil statistics and class structure information for Isle of Man schools for the 2019-20 academic year. The Department of Education provided most data directly but directed the requester to existing public documents for school roll numbers and class size policies under Section 20 of the Act.", "key_facts": [ "The request was received on 20 April 2020 and responded to on 19 May 2020.", "Data on Free School Meals, Special Educational Needs, and English as an Additional Language was enclosed in the response.", "School roll data was not enclosed but directed to a specific PDF available on the government website.", "Class size policy information was directed to an existing admissions update document rather than provided anew.", "Head teachers retain discretion over internal school organization and class arrangements under the Articles of Governance." ], "data_mentioned": [ "2019-20", "20 April 2020", "19 May 2020", "23 April 2020", "1268645", "948173", "Section 20", "https://www.gov.im/media/1356108/schools-nor-jan2020.pdf", "https://www.gov.im/media/1352045/admissions-primary-schools-2019-update.pdf" ], "exemptions_cited": [ "Section 20 of the Act (Information already reasonably accessible)" ], "tables": [ { "headers": [ "SCHOOL", "FSM Numbers (as of 23/04/20)" ], "rows": [ [ "Anagh Coar School", "56" ], [ "Andreas School", "14" ], [ "Arbory School", "28" ], [ "Ashley Hill School", "35" ], [ "Ballacottier School", "35" ], [ "Ballakermeen High School", "280" ], [ "Ballasalla School", "32" ], [ "Ballaugh School", "9" ], [ "Braddan School", "40" ], [ "Bunscoill Ghaelgagh", "2" ], [ "Bunscoill Rhumsaa Infants School", "45" ], [ "Bunscoill Rhumsaa Juniors School", "78" ], [ "Castle Rushen High School", "134" ], [ "Cronk y Berry School", "88" ], [ "Dhoon School", "8" ], [ "Foxdale School", "24" ], [ "Henry Bloom Noble School", "88" ], [ "Jurby School", "23" ], [ "Kewaigue School", "6" ], [ "Laxey School", "25" ], [ "Manor Park School", "48" ], [ "Marown School", "7" ], [ "Michael School", "14" ], [ "Onchan School", "81" ], [ "Peel Clothworkers School", "102" ], [ "Queen Elizabeth II High School", "81" ] ], "row_count": 26, "col_count": 2 }, { "headers": [ "Rushen School", "52" ], "rows": [ [ "Scoill Phurt le Moirrey", "25" ], [ "Scoill Vallajeelt School", "5" ], [ "Scoill yn Jubilee Infants School", "34" ], [ "Scoillyn Jubilee Juniors School", "38" ], [ "St Ninians High School", "175" ], [ "St Thomas C of E School", "4" ], [ "St Johns School", "26" ], [ "St Marys RC School", "46" ], [ "Sulby School", "19" ], [ "UCM", "76" ], [ "Victoria Road School", "88" ], [ "Willaston School", "71" ] ], "row_count": 12, "col_count": 2 }, { "headers": [ "School", "School Action", "School Action Plus", "Sum Of HLN (M)*", "Sum Of HLN (U)**" ], "rows": [ [ "Anagh Coar", "4", "14", "2", "" ], [ "Andreas", "8", "6", "", "" ], [ "Arbory", "13", "2", "2", "" ], [ "Ashley Hill", "50", "5", "5", "" ], [ "Ballacottier", "11", "5", "6", "7" ], [ "Ballakermeen High\nSchool", "191", "", "48", "17" ], [ "Ballasalla", "15", "2", "3", "" ], [ "Ballaugh", "", "", "", "" ], [ "Braddan", "13", "1", "4", "" ], [ "Bunscoill Ghaelgagh", "7", "1", "1", "" ], [ "Bunscoill Rhumsaa", "50", "29", "12", "14" ], [ "Castle Rushen High\nSchool", "46", "52", "27", "9" ], [ "Cronk y Berry", "20", "21", "3", "3" ], [ "Dhoon", "3", "1", "", "" ], [ "Foxdale", "7", "6", "2", "" ], [ "Henry Bloom Noble", "40", "17", "12", "9" ], [ "Jurby", "5", "14", "5", "" ], [ "Kewaigue", "5", "4", "1", "" ], [ "Laxey", "8", "2", "1", "" ], [ "Manor Park", "13", "17", "1", "" ], [ "Marown", "11", "2", "", "" ], [ "Michael", "3", "6", "", "" ], [ "Onchan", "88", "20", "2", "6" ], [ "Peel Clothworkers", "35", "8", "6", "2" ], [ "Queen Elizabeth II\nHigh School", "47", "31", "11", "7" ], [ "Ramsey Grammar\nSchool", "35", "62", "14", "7" ], [ "Rushen", "22", "15", "4", "6" ], [ "Scoill Phurt le\nMoirrey", "7", "3", "4", "5" ], [ "Scoill Vallajeelt", "6", "15", "7", "" ], [ "Scoill yn Jubilee", "24", "14", "4", "" ], [ "St Johns", "11", "13", "2", "4" ], [ "St Marys", "16", "12", "2", "" ], [ "St Ninian's High\nSchool", "84", "48", "26", "10" ], [ "St Thomas'", "4", "1", "", "" ], [ "Sulby", "5", "", "3", "" ], [ "Victoria Road", "25", "7", "9", "" ], [ "Willaston", "22", "11", "3", "" ] ], "row_count": 37, "col_count": 5 }, { "headers": [ "School", "Nos EAL pupils" ], "rows": [ [ "Anagh Coar", "6" ], [ "Andreas", "0" ], [ "Arbory", "3" ], [ "Ashley Hill", "7" ], [ "Ballacottier", "15" ], [ "Ballakermeen High School", "211" ], [ "Ballasalla", "4" ], [ "Ballaugh", "0" ], [ "Braddan", "12" ], [ "Bunscoill Ghaelgagh", "0" ], [ "Bunscoill Rhumsaa", "8" ], [ "Castle Rushen High School", "9" ], [ "Cronk y Berry", "26" ], [ "Dhoon", "0" ], [ "Foxdale", "0" ], [ "Henry Bloom Noble", "82" ], [ "Jurby", "0" ], [ "Kewaigue", "5" ], [ "Laxey", "2" ], [ "Manor Park", "1" ], [ "Marown", "9" ], [ "Michael", "0" ], [ "Onchan", "32" ], [ "Peel Clothworkers", "37" ], [ "Queen Elizabeth II High School", "40" ], [ "Ramsey Grammar School", "10" ], [ "Rushen", "10" ], [ "Scoill Phurt le Moirrey", "7" ], [ "Scoill Vallajeelt", "22" ], [ "Scoill yn Jubilee", "47" ], [ "St Johns", "0" ], [ "St Marys", "55" ], [ "St Ninian's High School", "55" ], [ "St Thomas'", "3" ], [ "Sulby", "5" ], [ "Victoria Road", "1" ], [ "Willaston", "6" ] ], "row_count": 37, "col_count": 2 } ] }, { "case_id": 1285845, "title": "Bank holidays", "authority": "Cabinet Office", "date_received": "2020-05-07", "outcome": "All information sent", "summary": "The request sought details on the decision-making process and impact assessment regarding the cancellation of the 2020 Senior Race Day bank holiday. The authority responded by providing the official Tynwald Court Hansard report from May 12, 2020, which documents the discussion and the subsequent refusal to grant leave for a debate on the cancellation.", "key_facts": [ "The request asked who proposed cancelling the Senior Race Day bank holiday and what impact assessment was conducted.", "The response consists of the Official Report (Hansard) from the Tynwald Court sitting on Tuesday, 12th May 2020.", "The Council of Ministers discussed the cancellation of the Senior Race Day bank holiday for 2020 during the sitting.", "Leave to debate the cancellation of the Senior Race Day bank holiday was not granted during the Urgent Motion segment.", "The response included 69 pages across 3 documents published by the Office of the Clerk of Tynwald." ], "data_mentioned": [ "2020-05-07", "2020-06-08", "12th May 2020", "69", "3", "Volume 137, No. 22", "ISSN 1742-2256", "1878 T137", "1879 T137", "1881", "1882", "1886", "1887", "1888", "1897", "1898", "1899", "1909", "1927", "1928", "1929", "1932", "1936", "2011", "2019" ], "exemptions_cited": [], "tables": [ { "headers": [ "Specialty", "", "Appointment", "", "", "Cancellation", "", "Total appointments" ], "rows": [ [ "", "", "status", "", "", "reason", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "", "Administrative", "", "207" ], [ "", "", "Hospital", "", "", "Error", "", "" ], [ "MEDICAL/ELDERLY", "Cancelled by\nHospital", "", "", "", "Appointment", "", "101" ], [ "", "", "Cancelled by", "", "", "cancelled/not", "", "" ], [ "", "", "Hospital", "", "", "suitable", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "", "Cancelled -", "", "1014" ], [ "", "", "Hospital", "", "", "COVID-19", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "", "Cancer Patient-", "", "1" ], [ "", "", "Hospital", "", "", "Letter", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "Clinic Overbooked", "", "", "1" ], [ "", "", "Hospital", "", "", "Clinic Overbooked", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "", "Clinician at", "", "5" ], [ "", "", "Hospital", "", "", "conference/mtg", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "", "Clinician on", "", "9" ], [ "", "", "Hospital", "", "", "Holiday", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "Clinician Sick", "", "", "9" ], [ "", "", "Hospital", "", "", "Clinician Sick", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "", "Clinician", "", "843" ], [ "", "", "Hospital", "", "", "Unavailable*", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "", "Consultant On", "", "1" ], [ "", "", "Hospital", "", "", "Holiday", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "", "Consultant", "", "2" ], [ "", "", "Hospital", "", "", "Unavailable*", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "Endoscopy", "", "", "1" ], [ "", "", "Hospital", "", "", "", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "Expedite", "", "", "177" ], [ "", "", "Hospital", "", "", "Expedite", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "", "Hospital - Other", "", "359" ], [ "", "", "Hospital", "", "", "Reason", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "Investigations", "", "", "2" ], [ "", "", "Hospital", "", "", "Investigations", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "", "Session re-", "", "197" ], [ "", "", "Hospital", "", "", "structure", "", "" ] ], "row_count": 34, "col_count": 8 }, { "headers": [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "Statutory Holiday", "", "", "1" ], "rows": [ [ "", "", "Hospital", "", "", "Statutory Holiday", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "", "Other Hospital", "", "8" ], [ "", "", "Patient", "", "", "Appt", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "", "Patient - On", "", "100" ], [ "", "", "Patient", "", "", "Holiday", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "Patient - Other", "", "", "285" ], [ "", "", "Patient", "", "", "Patient - Other", "", "" ], [ "MEDICAL/ELDERLY", "Cancelled by\nPatient", "", "", "", "Patient - Other", "", "22" ], [ "", "", "Cancelled by", "", "", "more pressing", "", "" ], [ "", "", "Patient", "", "", "engagement", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "", "Patient - Reason", "", "8" ], [ "", "", "Patient", "", "", "Unknown", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "Patient Died", "", "", "94" ], [ "", "", "Patient", "", "", "Patient Died", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "", "Patient doesn't", "", "45" ], [ "", "", "Patient", "", "", "wish to attend", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "", "Patient Gone", "", "8" ], [ "", "", "Patient", "", "", "Private", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "Patient Request", "", "", "193" ], [ "", "", "Patient", "", "", "", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "Patient Sick", "", "", "37" ], [ "", "", "Patient", "", "", "", "", "" ], [ "MEDICAL/ELDERLY", "", "Cancelled by", "", "Patients Holiday", "", "", "20" ], [ "", "", "Patient", "", "", "", "", "" ] ], "row_count": 24, "col_count": 8 } ] }, { "case_id": 1298577, "title": "Students entering into Higher Education 2010-2020", "authority": "Department of Education, Sport and Culture", "date_received": "2020-05-20", "outcome": "Some information sent but not all held", "summary": "The requester asked for the total number of Isle of Man students entering higher education from 2010 to 2020, but the Department of Education, Sport and Culture stated it does not hold exact figures for the entire period. The authority provided partial data including University College Isle of Man enrollment, Student Award statistics, and school leaver destination data for 2016-2019.", "key_facts": [ "The Department does not hold an exact number of Isle of Man students who entered higher education from 2011 onwards.", "Destination data for school leavers entering higher education is only held for the years 2016 to 2019.", "University College Isle of Man enrollment data is available from the 2011/12 academic year to 2019/20.", "Student Award data excludes students attending University College Isle of Man and self-funded students studying off-island.", "The request was adjusted to cover information created on or after 11 October 2011 due to FOI Act limitations." ], "data_mentioned": [ "2010-2020", "11 October 2011", "2016-2019", "2011/12", "2019/20", "188", "467", "1849", "1189", "95.7%", "95.2%", "110", "8" ], "exemptions_cited": [ "Section 20 of the Act (Information reasonably accessible to the applicant)" ], "tables": [ { "headers": [ "Academic year", "Year 13", "Year 14" ], "rows": [ [ "2015/16", "356", "63" ], [ "2016/17", "382", "70" ], [ "2017/18", "356", "68" ], [ "2018/19", "327", "67" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "University College, Isle of Man – Higher Education data", "", "", "" ], "rows": [ [ "Academic year", "Number enrolled", "No. Retained", "% Retained" ], [ "2011/12", "188", "180", "95.7" ], [ "2012/13", "358", "336", "93.8" ], [ "2013/14", "297", "270", "90.9" ], [ "2014/15", "312", "279", "89.4" ], [ "2015/16", "312", "283", "90.7" ], [ "2016/17", "337", "313", "92.3" ], [ "2017/18", "382", "364", "95.3" ], [ "2018/19", "467", "444", "95.07" ], [ "2019/20", "421", "401", "95.2" ] ], "row_count": 10, "col_count": 4 }, { "headers": [ "Academic year", "Number of students", "Number of students\nwithdrawn" ], "rows": [ [ "2011/12", "1849", "110" ], [ "2012/13", "1848", "85" ], [ "2013/14", "1816", "82" ], [ "2014/15", "1806", "93" ], [ "2015/16", "1190", "8" ], [ "2016/17", "1168", "30" ], [ "2017/18", "1387", "28" ], [ "2018/19", "1370", "31" ], [ "2019/20", "1189", "8" ] ], "row_count": 9, "col_count": 3 } ] }, { "case_id": 1310011, "title": "Information Retention and GDPR", "authority": "Office of the Clerk of Tynwald", "date_received": "2020-06-01", "outcome": "Not upheld", "summary": "The request sought details on information retention schedules and GDPR compliance progress for the Office of the Clerk of Tynwald, which was disclosed through a self-assessment table and milestone statements. The response indicated that while many data protection measures were complete, several key areas regarding training, auditing, and incident management were still underway or under review as of 2018 and 2019.", "key_facts": [ "The FOI request outcome was 'Not upheld' by the Office of the Clerk of Tynwald on 2020-09-10.", "A self-assessment dated 12/01/2018 shows 17 standards as 'Green' (Complete/No change), 9 as 'Amber' (Underway/Review), and 0 as 'Red'.", "Specific areas marked 'Amber' include data protection training, auditing, fair processing notices, and breach reporting procedures.", "A GDPR Compliance Self-Assessment Milestone Statement was submitted on 11/01/2019.", "The response documents 22 pages and 5 documents covering data protection officer responsibilities and subject access request procedures." ], "data_mentioned": [ "2020-06-01", "2020-09-10", "22", "5", "12/01/2018", "11/01/2019", "25th may 2018", "31st March 2016", "31st March 2017", "31st March 2018", "31st March 2019", "31st March 2020", "17", "9", "SA 1", "SA 30" ], "exemptions_cited": [], "tables": [ { "headers": [ "URN", "Ref", "Standard", "Self-\nAssessment", "Action", "Owner", "RAG" ], "rows": [ [ "", "Self-Assessment 12/01/2018", "", "", "", "", "" ], [ "1", "SA 1", "Senior Manager lead on data protection matters identified", "Complete", "", "DPO", "Green" ], [ "2", "SA 2", "Data protection officer appointed or nominated and responsibilities documented.", "Complete", "", "DPO", "Green" ], [ "3", "SA 3", "Information asset owners formally identified for key systems and tasked.", "No change", "", "DPO", "Green" ], [ "4", "SA 4", "Effective reporting lines established.", "No change", "", "DPO", "Green" ], [ "5", "SA 5", "Data protection training provided for all staff.", "Underway", "eLearn Vannin", "DPO", "Amber" ], [ "6", "SA 6", "Data protection guidance published.", "Complete", "", "DPO", "Green" ], [ "7", "SA 7", "Data protection auditing and monitoring carried out in accordance with the ICO guidelines", "Underway", "", "DPO", "Amber" ], [ "8", "SA 8", "COT has considered the need for ‘fair processing notices’", "Underway", "", "DPO", "Amber" ], [ "9", "SA 9", "COT has updated the privacy policy on website", "Complete", "", "DPO", "Green" ], [ "10", "SA 10", "COT has established a process to resolve fair and lawful processing disputes and complaints", "No change", "", "DPO", "Green" ], [ "11", "SA 11", "COT has adopted measures to ensure that any personal data processed is adequate, relevant,\nnot excessive, accurate, and kept up-to-date.", "Complete", "Review", "DPO", "Green" ], [ "12", "SA 12", "COT has adopted procedures to ensure that personal data is reviewed and disposed/retained/de-\npersonalised when no longer required", "Underway", "Project - IM", "DPO", "Amber" ], [ "13", "SA 13", "COT has established a process to resolve data quality disputes/complaints", "No change", "", "DPO", "Green" ], [ "14", "SA 14", "The subject access request form is freely available to enquirers/requestors.", "No change", "", "DPO", "Green" ], [ "15", "SA 15", "COT has adequate procedures in place to inform subject access requestors with ‘unsatisfactory’\nrequests of that fact in a timely manner.", "No change", "", "DPO", "Green" ], [ "16", "SA 16", "COT has adequate procedures in place to handle ‘local’ subject access requests.", "No change", "", "DPO", "Green" ], [ "17", "SA 17", "COT has sound procedures to update or augment existing records, or create new records, with\ninformation obtained from subject access applications.", "No change", "", "DPO", "Green" ], [ "18", "SA 18", "COT has established a subject access appeals/complaints process.", "No change", "", "DPO", "Green" ], [ "19", "SA 19", "COT has robust procedures in place to ensure subject access application information is retained\nonly as long as necessary.", "No change", "", "DPO", "Green" ], [ "20", "SA 20", "COT has adopted measures to respond to subjects’ rights as per DPA sections 10, 11 12, 13, 14\nof the Act and requests/orders made by the Information Commissioner.", "REVIEW", "", "DPO", "Amber" ], [ "21", "SA 21", "COT has developed procedures for the resolving data protection related disputes and complaints.", "No change", "", "DPO", "Green" ], [ "22", "SA 22", "COT has effective procedures in place to ensure that force information security boards (or their\nequivalents) consult with data protection officers when considering the security of personal data.", "Underway", "", "DPO", "Amber" ], [ "23", "SA 23", "COT has effective procedures in place to ensure data processing contracts are developed where\nrequired.", "Underway", "Project - GDPR", "DPO", "Amber" ], [ "24", "SA 24", "COT has effective measures in place to ensure that data protection and information security\nrequirements are considered during the procurement or development of systems processing\npersonal data.", "No change", "", "DPO", "Green" ], [ "25", "SA 25", "COT has effective procedures in place to ensure that data protection/information system\noperating rules are subject to regular revision, and are amended to reflect significant changes to\nthe information system", "No change", "", "DPO", "Green" ], [ "26", "SA 26", "COT has effective procedures in place to ensure that breaches of data protection principles are\nreported to the data protection officer and information system owner.", "No change", "", "DPO", "Green" ], [ "27", "SA 27", "COT has effective measures in place which ensure that the data protection officer is notified of\nany breach", "REVIEW", "Training", "DPO", "Amber" ], [ "28", "SA 28", "COT has reactive measures in place for recognising and managing data loss incidents", "REVIEW", "Training", "DPO", "Amber" ], [ "29", "SA 29", "COT has measures in place to for reporting incidents to Senior Managers", "REVIEW", "", "DPO", "Amber" ], [ "30", "SA 30", "COT has measures in place to for reporting incidents to ICO", "No change", "", "DPO", "Green" ] ], "row_count": 31, "col_count": 7 }, { "headers": [ "1 10 Awareness", "Yes" ], "rows": [ [ "1 20 Awareness", "Yes" ], [ "1 30 Awareness", "Yes" ], [ "1 40 Awareness", "Yes" ], [ "1 50 Awareness", "Yes" ], [ "1 Zz Awareness Info", "" ], [ "2 10 Held Info", "No" ], [ "2 20 Held Info", "Yes" ], [ "2 30 Held Info", "Yes" ], [ "2 40 Held Info", "Yes" ], [ "2 50 Held Info", "Yes" ], [ "2 Zz Held Info Comments", "Draft retention policy and plan is progressing but the\nimplementation of retention periods is not BAU" ], [ "3 10 DPDesign", "Yes" ], [ "3 20 DPDesign", "Yes" ], [ "3 30 DPDesign", "Yes" ], [ "3 40 DPDesign", "Yes" ], [ "3 50 DPDesign", "Yes" ], [ "3 Zz DPDesign", "" ], [ "4 10 DPOs", "Yes" ], [ "4 20 DPOs", "Yes" ], [ "4 30 DPOs", "Yes" ], [ "4 40 DPOs", "Yes" ], [ "4 50 DPOs", "Yes" ], [ "4 Zz DPOs Comments", "" ], [ "5 10 Lawful Basis", "Yes" ], [ "5 20 Lawful Basis", "Yes" ], [ "5 30 Lawful Basis", "Yes" ], [ "5 Zz Lawful Basis Comment", "" ], [ "6 10 Consent", "Yes" ], [ "6 20 Consent", "Yes" ], [ "6 30 Consent", "Yes" ], [ "6 Zz Consent Comment", "" ], [ "7 10 Children", "Yes" ], [ "7 20 Children", "Yes" ], [ "7 30 Children", "Yes" ], [ "7 Zz Children Comments", "" ], [ "08 10 Communicating", "Yes" ], [ "08 20 Communicating", "Yes" ], [ "08 30 Communicating", "Yes" ], [ "8 Zz Communicating Comment", "" ], [ "9 10 Individuals Rights", "Yes" ], [ "9 20 Individuals Rights", "Yes" ] ], "row_count": 41, "col_count": 2 }, { "headers": [ "9 30 Individuals Rights", "Yes" ], "rows": [ [ "9 Zz Individuals Rights\nComment", "" ], [ "10 10 SARs", "Yes" ], [ "10 20 SARs", "Yes" ], [ "10 30 SARs", "Yes" ], [ "A 10 Zz SARs Comments", "" ], [ "11 10 Data Breaches", "Yes" ], [ "11 20 Data Breaches", "Yes" ], [ "11 30 Data Breaches", "Yes" ], [ "11 40 Data Breaches", "Yes" ], [ "B 11 Zz Data Breach Comment", "" ], [ "12 01 International", "Yes" ], [ "12 02 International", "Yes" ], [ "12 03 International", "Yes" ], [ "12 04 International Comment", "" ], [ "1 60 Awareness", "Yes" ], [ "11 50 Data Breaches", "Yes" ] ], "row_count": 16, "col_count": 2 }, { "headers": [ "Whose personal data is processed?", "", "Where is personal data processed?" ], "rows": [ [ "Staff", "Current\nPotential\nFormer\nRelatives of staff – emergency contacts", "Manual\n locked cupboard in 3rd clerks\nroom\n Line manager cupboards\n Basement\n Visitors Book\nElectronic\n email\n shared network\n restricted network drive\n e-Learn Vannin\n Third party:\no Google analytics\no IOMG Systems\n PIP\n Payroll\n FOI" ], [ "Members", "Current\nPotential\nFormer", "" ], [ "Committee", "Evidence\nWitnesses\nReporting", "" ], [ "Website", "Visitors", "" ], [ "Correspondents", "Complaints\nCompliments", "" ], [ "Associates", "Grainne\nMalachy", "" ], [ "Visitors", "Transient\nPotential\nOfficial", "" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "STAFF (inc TCA)\n• Personal details linked to employment\n name, address, email, telephone, date of\nbirth, emergency contact,\n• Financial details linked to employment\n bank account, NI, Tax reference etc.\n• Health information linked to employment\n• Criminal convictions/offences linked to\nemployment\n• IP address linked to employment\n• Education & training linked to employment\n• Employment details (CV, references, annual\nappraisals, employment status, work permit, leave,\nsickness etc.)", "• Individual themselves\n• Third party individual\n• Third party corporate\n• Criminal record check", "Performance of a\ncontract\nLegitimate interests of\nthe data controller\nConsent" ], "rows": [ [ "MEMBERS (inc former)\n• Personal details linked to role\n name, address, email, telephone, date of\nbirth, emergency contact, passport details\n• Financial details linked to pay\n bank account, NI, Tax reference etc.\n• Health information linked to role\n• Voice recordings", "• Individual themselves", "Lawful function of\npublic body\nLegitimate interests of\nthe data controller\nConsent" ], [ "RECRUITMENT\n• CV details – tel, address, references, leave,\nsickness etc.)", "• Individual themselves\n• Third party individual\n• Third party corporate", "Consent" ], [ "COMMITTEE/WITNESS\n• Voice recordings\n• Evidence", "• Individual themselves\n• Third party individual\n• Third party corporate\n• Internet\n• Social media", "Consent" ], [ "ALL\n• CCTV Images\n• Website", "• Automated\n• Individual themselves", "Consent" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "Lawfulness, fairness and transparency" ], "rows": [ [ "Individuals' rights" ], [ "Accountability and governance" ], [ "Data security, international transfers and breaches" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "", "", "", "Response\nYes/No/Being implemented" ], "rows": [ [ "", "A quick review – what is the current", "", "" ], [ "", "position", "", "" ], [ "", "", "", "" ], [ "Senior management awareness\n Regularly discuss data protection\n GDPR has been recognised as a challenge to the business", "", "", "Yes - BAU\nYes - BAU" ], [ "Data protection policies and procedures (including retention\nand disposal schedules)\n in place\n compliance is monitored\n compliance can be evidenced\n regularly reviewed\n communicated to staff", "", "", " Yes - BAU\n Yes - BAU\n Yes - BAU\n Yes - BAU\n Yes - BAU" ], [ "Information security\nPolicies and procedures:\n in place\n compliance is monitored\n compliance can be evidenced\n regularly reviewed\n communicated to staff\nFormal mechanisms in place to identify breaches and handle incidents\n in place\n compliance is monitored\n compliance can be evidenced\n regularly tested & reviewed\n communicated to staff", "", "", " Yes – reviewed as part of\nIM project\n Yes" ], [ "Clear and accessible fair processing information given to\nindividuals", "", "", " Yes" ], [ "New projects and initiatives\n “privacy-proofed” at the planning stage\n Reviewed during development, testing and delivery stage, i.e. pre- and\npost-implementation\n ‘Privacy impact assessments’ are conducted when necessary", "", "", " Review at next project" ] ], "row_count": 8, "col_count": 4 }, { "headers": [ "" ], "rows": [ [ "Response" ], [ "Yes/No/Being implemented" ], [ "" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "", "", "" ], "rows": [ [ "", "WHY is personal data processed?\nList the reasons for processing", "" ], [ "", "", "" ], [ "", "", "" ], [ "The following are the defined functions in COT. 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The Department of Education provided partial data from some schools but withheld information from others due to pandemic disruptions, curriculum changes, personal data exemptions, and the cost of data compilation.", "key_facts": [ "Primary schools were not required to submit attainment data for the 2019/20 academic year due to pandemic disruptions.", "Some schools are changing their Maths curriculum, making current attainment levels unavailable.", "Personal information in the received data was redacted under Section 25 of the FoI Act.", "Data from remaining schools was withheld because it would require substantial compilation under Section 8(3)(c).", "Good Level of Development data was not held because assessments had not been collated or no pupils had reached the level." ], "data_mentioned": [ "1325709", "10 June 2020", "7 July 2020", "23 March 2020", "2019/20", "1118425", "142", "25" ], "exemptions_cited": [ "Section 25 of the FoI Act (absolutely exempt personal information)", "Data 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"row_count": 9, "col_count": 6 }, { "headers": [ "NC level\nMaths\ndata", "Baseline", "Aut", "Spring", "Summer", "Target" ], "rows": [ [ "", "1b", "", "", "", "1b" ], [ "", "1c", "", "", "", "1c" ], [ "below 1", "", "", "", "", "" ] ], "row_count": 3, "col_count": 6 }, { "headers": [ "NC level\nSp & L", "Baseline", "Aut", "Spring", "Summer", "Target" ], "rows": [ [ "", "2c", "", "", "", "2c" ], [ "level 1", "1a", "", "", "", "1a" ], [ "", "1b", "", "", "", "1b" ], [ "", "1c", "", "", "", "1c" ], [ "below 1", "", "", "", "", "" ] ], "row_count": 5, "col_count": 6 }, { "headers": [ "NC level\nScience SC1", "Baseline", "Aut", "Spring", "Summer", "Target" ], "rows": [ [ "", "2b", "", "", "", "2b" ], [ "", "2c", "", "", "", "2c" ], [ "level 1", "1a", "", "", "", "1a" ], [ "", "1b", "", "", "", "1b" ], [ "", "1c", "", "", "", "1c" ], [ "below 1", "", "", "", "", "" ] ], "row_count": 6, "col_count": 6 } ] }, { "case_id": 1379602, "title": "DESC Pay Offers to Teachers and Allied Pay Issues.", "authority": "Department of Education, Sport and Culture", "date_received": "2020-07-21", "outcome": "Not upheld", "summary": "The requester sought details on declined pay offers to teachers and historical pay awards for education sector staff, but the authority responded with a general recruitment brochure outlining current benefits rather than the specific historical negotiation data requested.", "key_facts": [ "The FOI request was not upheld by the Department of Education, Sport and Culture.", "The response provided a recruitment brochure instead of specific details on declined pay offers.", "Newly Qualified Teachers receive 'Golden Hello' payments totaling £4,000 over two years.", "Housing assistance of up to £500 per month is available for a maximum of two years.", "The Isle of Man education system uses School Self Review and Evaluation rather than Ofsted inspections." ], "data_mentioned": [ "£50,000", "£2,000", "£4,000", "£500", "2 years", "2020-07-21", "2020-09-17", "14th July 2020", "eight months", "last eight annual pay awards" ], "exemptions_cited": [], "tables": [ { "headers": [ "In the Isle of Man Public Service we believe the benefits we offer our\nemployees are important. Have a browse through this brochure and take a\nlook at the great benefits we offer.", "" ], "rows": [ [ "", "" ], [ "", "Financial\nHealth & Wellbeing" ], [ "Your Development\nOur Facilities", "" ], [ "", "What do we\nvalue?" ], [ "Please note that not all benefits listed in this document will apply to every role within the Isle of Man Public\nService. Please check with the Recruiting Manager for each role as to which benefits apply for a specific post.\nWorking together for the Isle of Man", "" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Teaching in the Isle of Man is a little different\nthan in the UK", "" ], "rows": [ [ "", "" ], [ "", "The Isle of Man's education system has a\nnumber of links with the UK's, particularly\nin relation to aspects of the curriculum.\nGCSE, iGCSE and A-level examinations\nare entered through UK examination\nboards. However, the Island has its own\ncurriculum." ], [ "Essentials for Learning, which affords a\nmore holistic way of educating children\nto ensure they develop 'the 6 Rs' –\nreadiness; relationships which are\npositive; resourcefulness; resilience;\nremembering skills and reflectiveness.\nFind out more https://e4l.sch.im", "" ], [ "", "The Island's schools are not subject to\nOfsted inspections. Instead, schools are\nactive participants in a system called\nSchool Self Review and Evaluation and\nthese are quality benchmarked by an\nindependent validator. The system is\nseen as a more productive and inclusive\nway of developing school excellence." ], [ "Working together for the Isle of Man", "" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Year", "CPI", "Civil\nService", "Whitley", "MPTC", "Teachers" ], "rows": [ [ "BASE: 2009", "100.00", "100.00", "100.00", "100.00", "100.00" ], [ "2010", "103.60", "101.50", "100.00", "100.00", "102.30" ], [ "2011", "110.44", "102.72", "101.20", "101.40", "102.30" ], [ "2012", "113.20", "103.83", "101.20", "101.40", "102.30" ], [ "2013", "115.35", "104.35", "101.20", "101.91", "103.32" ], [ "2014", "117.20", "106.43", "103.22", "102.42", "104.36" ], [ "2015", "116.61", "108.56", "105.29", "103.95", "105.40" ], [ "2016", "115.91", "110.95", "107.60", "106.55", "106.45" ], [ "2017", "118.46", "113.50", "110.08", "109.00", "108.58" ], [ "2018", "123.67", "116.91", "113.38", "112.27", "110.75" ], [ "2019", "125.28", "119.83", "116.22", "115.08", "113.80" ] ], "row_count": 11, "col_count": 6 }, { "headers": [ "Year", "Civil\nService", "Whitley", "MPTC", "Teachers" ], "rows": [ [ "", "", "", "", "" ], [ "2010", "1.50%", "0.00%", "0.00%", "2.30%" ], [ "2011", "1.20%", "1.20%", "1.40%", "0.00%" ], [ "2012", "1.08%", "0.00%", "0.00%", "0.00%" ], [ "2013", "0.50%", "0.00%", "0.50%", "1.00%" ], [ "2014", "2.00%", "2.00%", "0.50%", "1.00%" ], [ "2015", "2.00%", "2.00%", "1.50%", "1.00%" ], [ "2016", "2.20%", "2.20%", "2.50%", "1.00%" ], [ "2017", "2.30%", "2.30%", "2.30%", "2.00%" ], [ "2018", "3.00%", "3.00%", "3.00%", "2.00%" ], [ "2019", "2.50%", "2.50%", "2.50%", "2.75%" ] ], "row_count": 11, "col_count": 5 }, { "headers": [ "", "Civil\nService", "Teachers" ], "rows": [ [ "2009", "", "" ], [ "2010", "0.0", "0.0" ], [ "2011", "0.0", "0.0" ], [ "2012", "1.0", "1.2" ], [ "2013", "2.0", "2.4" ], [ "2014", "3.0", "3.2" ], [ "2015", "4.0", "3.2" ], [ "2016", "5.0", "3.2" ], [ "2017", "6.0", "3.2" ], [ "2018", "7.0", "3.2" ], [ "2019", "8.0", "3.2" ] ], "row_count": 11, "col_count": 3 }, { "headers": [ "Paragraph No.", "", "Page\nNo." ], "rows": [ [ "Part I\n1.", "Foreword", "5" ], [ "2.", "Application", "5" ], [ "3.", "Contract of Employment", "6" ], [ "4.", "Interpretation", "6" ], [ "5.", "Overriding Requirements", "6" ], [ "6.", "Employment and Duties of Teachers", "6" ], [ "7.", "Exercise of Duties", "8" ], [ "8.\n8.1\n8.2\n8.3\n8.4\n8.5\n8.6\n8.7\n8.8\n8.9\n8.10\n8.11\n8.12\n8.13\n8.14", "Professional Duties\nTeaching\nOther Activities\nAssessment and Reports\nPerformance Management\nReview, Induction, Further Training and Development\nEducational Methods\nDiscipline, Health and Safety\nStaff Meetings\nRarely Cover\nExternal Examinations\nManagement\nAdministration\nManagement Time\nPlanning and Preparation Time", "8\n8\n8\n9\n9\n9\n9\n9\n9\n9\n10\n10\n10\n10\n10" ], [ "Part II\n9.\n10.\n11.\n12.\n13.\n14.", "Conditions of Employment of Head teachers\nOverriding Requirements\nGeneral Functions\nConsultation\nProfessional Duties\nDaily Break\nDedicated Headship Time", "12\n12\n12\n12\n12\n16\n16" ], [ "Part III\n15.\n16.", "Conditions of Employment of Deputy and Assistant Head teachers\nProfessional Duties\nPlanning and Preparation Time", "17\n17\n17" ], [ "Part IV\n17.\n17.1", "General Provisions\nAppointment: Resignation: Retirement\nPayment of Salaries", "18\n18\n18" ] ], "row_count": 11, "col_count": 3 }, { "headers": [ "17.2\n17.3\n17.4\n17.5\n17.6\n17.7", "Deduction of Salary\nPeriod of Notice and Termination of Contract\nWaiving or Varying Notice Periods and Payment in Lieu of Notice\nRetirement\nPensions\nEarly Retirement on Health Grounds", "18\n19\n19\n19\n20\n20" ], "rows": [ [ "18.\n18.1", "Absence of Teacher from Duty\nLeave of Absence", "20\n20" ], [ "19.\n19.1\n19.2\n19.3\n19.4\n19.5", "Sick Leave and Sick Pay\nNotification of Sickness Absence\nCertification Required\nSickness Absence(s) Giving Cause for Concern\nSick Pay\nConditions Applicable to Sick Leave & Sick Pay", "20\n20\n20\n21\n22\n24" ], [ "20.\n20.1\n20.2\n20.3\n20.4\n20.5\n20.6\n20.7\n20.8\n20.9\n20.10\n20.11", "Maternity\nMaternity Leave and Pay\nLength of Maternity Leave\nNotification\nRisk Assessment\nChanging the Start Date of Maternity Leave\nRight of Return\nMaternity Pay\nMaternity Allowance\nConditions Governing Maternity Pay\nOther Absence Related to Maternity\nAntenatal Care", "25\n25\n25\n26\n26\n26\n26\n26\n27\n27\n27\n28" ], [ "21.\n21.1\n21.2", "Adoption Leave and Pay\nThe Right to Adoption Leave\nLength of Adoption Leave", "28\n28\n29" ], [ "22.", "Paternity Leave", "29" ], [ "23.\n23.1\n23.2\n23.3\n23.4", "Parental Leave\nEligibility for Paternity Leave\nEvidence of Entitlement to Parental Leave\nPostponement of Parental Leave\nContractual Terms", "30\n30\n30\n30\n31" ], [ "24.", "Right to Request Flexible Working", "31" ], [ "25.\n25.1", "Probationary Teachers\nInduction Year – Newly Qualified Teachers", "32\n32" ], [ "26.", "Restructuring, Redeployment and Redundancy", "32" ], [ "27.", "Capability Procedure", "32" ] ], "row_count": 10, "col_count": 3 }, { "headers": [ "", "", "" ], "rows": [ [ "28.", "Individual and Collective Grievances", "32" ], [ "29.", "Disciplinary Procedure", "32" ], [ "30.\n30.1\n30.2\n30.3\n30.4\n30.5", "Insurance\nInjury to Teachers\nLoss or Damage to Personal Property\nTeachers on ‘Out of School’ Activities\nFirst Aid\nMotor Insurance", "33\n33\n33\n33\n33\n33" ], [ "31.", "Travelling Allowances for Teachers", "33" ], [ "32.", "Whistleblowing", "33" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "Appendices", "", "" ], "rows": [ [ "1.", "Leave of Absence", "35" ], [ "2.", "Capability Procedure", "36" ], [ "2A", "Capability Action Plan", "44" ], [ "3.", "Grievance Procedure", "45" ], [ "4.", "Disciplinary Procedure", "53" ], [ "5.", "Procedure for the Conduct of All Hearings and Appeals", "63" ], [ "6.", "Overview of the Teachers’ Disciplinary, Capability and Grievance\nProcedures", "65" ], [ "7.", "Administrative and Clerical Tasks", "69" ] ], "row_count": 8, "col_count": 3 }, { "headers": [ "Name:", "", "", "", "", "", "", "", "" ], "rows": [ [ "Area(s) for Improvement: Date:", "", "", "", "", "", "", "", "" ], [ "Key Task(s)", "Actions Required", "Start\nDate", "Methods Of\nMonitoring\nProgress", "Monitored\nBy", "Success\nCriteria", "Resources/\nSupport", "Date To\nBe\nAchieved\nBy", "Date\nAchieved" ], [ "", "", "", "", "", "", "", "", "" ] ], "row_count": 3, "col_count": 9 }, { "headers": [ "STAFF MEMBER", "Stage 1 - Informal", "Notice for\nStage 1", "Stage 2", "Notice for Stage 2", "APPEAL TO", "Notice for Appeal\nHearing" ], "rows": [ [ "Teacher deployed to a\nSchool", "Primary Teachers –\nHeadteacher\nSecondary Teachers –\nmember of leadership\nteam/TLR holder", "7 working\ndays", "Primary Teachers –\nHeadteacher\nSecondary Teachers\n– member of leadership\nteam/TLR holder", "Should be arranged within\n7 working days of receiving\nthe grievance and take\nplace within a further 14\ndays", "3 members of the Governing\nBody", "14 working days" ], [ "Teacher deployed to a\nService (except Inclusion\nand Safeguarding )", "Head of Service", "7 working\ndays", "Relevant Education\nImprovement Service\nOfficer", "Should be arranged within\n7 working days of receiving\nthe grievance and take\nplace within a further 14\ndays", "Director of Education either sitting\nalone or with 2 senior officers", "14working days" ], [ "Teacher deployed within\nInclusion and\nSafeguarding", "Head of Establishment or\nspecific service e.g. Head of\nEducation Support Centre", "7 working\ndays", "Director of Inclusion\nand Safeguarding", "Should be arranged within\n7 working days of receiving\nthe grievance and take\nplace within a further 14\ndays", "Chief Executive Officer,\nDepartment of Education and\nChildren alone or with two senior\nofficers", "14 working days" ], [ "Head of an area within\nInclusion and\nSafeguarding eg Head of\nPre-school Assessment\nCentre, Education Support\nCentre.", "Director of Inclusion and\nSafeguarding", "7 working\ndays", "Chief Executive Officer,\nDepartment of\nEducation, Sport and\nCulture alone or with 2\nsenior officers", "Should be arranged within\n7 working days of receiving\nthe grievance and take\nplace within a further 14\ndays", "The Appeal panel which shall be\nThe appeals panel will consist of 3\nmembers, one member of the\nDepartment’s Senior Leadership\nteam and 2 independent panel\nmembers who are senior leaders\nwithin IOM Government.", "14 working days" ], [ "Member of Leadership\nTeam/TLR Holder", "Headteacher", "7 working\ndays", "3 members of the\nGoverning Body", "Should be arranged within\n7 working days of receiving\nthe grievance and take\nplace within a further 14\ndays", "Director of Education either alone\nor with two senior officers", "14 working days" ], [ "Headteacher", "Director of Education", "7 working\ndays", "Chief Executive either\nsitting alone or with\ntwo senior officers", "Should be arranged within\n7 working days of receiving\nthe grievance and take\nplace within a further 14\ndays", "The Appeal panel will consist of 3\nmembers, one member of the\nDepartment’s Senior Leadership\nteam and 2 independent panel\nmembers who are senior leaders\nwithin IOM Government.", "14 working days" ], [ "Head of Service", "Relevant Education\nImprovement Service Officer", "7 working\ndays", "Director of Education\nalone or with 2 senior\nofficers", "Should be arranged within\n7 working days of receiving\nthe grievance and take\nplace within a further 14\ndays", "The Appeal panel which shall be\nThe appeals panel will consist of 3\nmembers, one member of the\nDepartment’s Senior Leadership\nteam and 2 independent panel\nmembers who are senior leaders\nwithin IOM Government.", "14 working days" ] ], "row_count": 7, "col_count": 7 }, { "headers": [ "STAFF MEMBER", "Stage 1 – Oral\nWarning", "Notice\nfor\nStage 1", "Stage 2 –\nWritten\nWarning", "Notice\nfor\nStage 2", "Stage 3 –\nFinal Written\nWarning", "Notice\nfor\nStage\n3", "Appeal\nagainst Final\nWritten\nWarning", "Stage 4 –\nDismissal\nwith Notice\nor Gross\nMisconduct", "Notice\nfor\nStage 4", "Appeal\nagainst\nDismissal", "Notice for\nAppeal\nHearing\nagainst\nDismissal" ], "rows": [ [ "Teacher deployed to a School", "Primary\nTeachers –\nHeadteacher\nSecondary\nTeachers –\nmember of\nleadership\nteam/TLR holder", "7\nworking\ndays", "Primary\nTeachers –\nHeadteacher\nSecondary\nTeachers –\nmember of\nleadership\nteam/TLR\nholder", "7\nworking\ndays", "3 members of\nthe Governing\nBody", "14\nworking\ndays", "Chief Executive\nOfficer,\nDepartment of\nEducation,\nSport and\nCulture alone\nor with 2\nsenior officers", "3 members of\nthe Governing\nBody", "14\nworking\ndays", "The Appeal\npanel will\nconsist of 3\nmembers,\none member\nof the\nDepartment’\ns Senior\nLeadership\nteam and 2\nindependent\npanel\nmembers\nwho are\nsenior\nleaders\nwithin IOM\nGovernment.", "14 working\ndays" ], [ "Teacher deployed to a Service\n(except Inclusion and\nSafeguarding )", "Head of Service", "7\nworking\ndays", "Head of\nService", "7\nworking\ndays", "Director of\nEducation alone\nor with 2 senior\nofficers", "14\nworking\ndays", "Chief Executive\nDepartment of\nEducation,\nSport and\nCulture alone\nor with 2\nsenior officers", "Director of\nEducation\neither sitting\nalone or with\n2 senior\nofficers", "14\nworking\ndays", "The Appeal\npanel will\nconsist of 3\nmembers,\none member\nof the\nDepartment’\ns Senior\nLeadership\nteam and 2\nindependent\npanel\nmembers\nwho are\nsenior\nleaders\nwithin IOM\nGovernment.", "14 working\ndays" ], [ "Teacher deployed within", "Head of", "7", "Head of", "7", "Director of", "14", "Chief Executive", "Director of", "14", "The Appeal", "14 working" ] ], "row_count": 3, "col_count": 12 }, { "headers": [ "STAFF MEMBER", "Stage 1", "Notice for\nStage 1", "Stage 2", "Notice for\nStage 2", "Stage 3", "Notice for\nStage 3", "Appeal to", "Notice for\nAppeal\nHearing" ], "rows": [ [ "Teacher deployed to a\nSchool", "Primary\nTeachers –\nHeadteacher\nSecondary\nTeachers –\nmember of\nleadership\nteam/TLR holder", "7 working\ndays", "Primary Teachers –\nHeadteacher\nSecondary\nTeachers – member\nof leadership\nteam/TLR holder", "7 working\ndays", "3 members of the Governing Body", "14 working\ndays", "Director of\nEducation either\nsitting alone or\nwith 2 other senior\nofficers", "14 working\ndays" ], [ "Teacher deployed to a\nService (except Inclusion\nand Safeguarding )", "Head of Service", "7 working\ndays", "Head of Service.", "7 working\ndays", "Director of Education alone or with 2\nsenior officers", "14 working\ndays", "Chief Executive\neither sitting alone\nor with 2 other\nsenior officers", "14 working\ndays" ], [ "Teacher deployed within\nInclusion and Safeguarding", "Head of\nEstablishment or\nspecific service\ne.g. Head of\nEducation\nSupport Centre", "7 working\ndays", "Head of Establishment\nor specific service e.g.\nHead of Education\nSupport Centre", "7 working\ndays", "Director of Inclusion and Safeguarding\nalone or with 2 senior officers", "14 working\ndays", "Chief Executive\neither sitting alone\nor with 2 other\nsenior officers", "14 working\ndays" ], [ "Head of an area of Inclusion\nand Safeguarding e.g. Head\nof Pre-school Assessment\nCentre, Education Support\nCentre.", "Director of\nInclusion and\nSafeguarding", "7 working\ndays", "Director of Inclusion\nand Safeguarding", "7 working\ndays", "Chief Executive Officer, Department of\nEducation, Sport and Culture alone or with\n2 senior officers", "14 working\ndays", "The Appeal panel\nwill consist of 3\nmembers, one\nmember of the\nDepartment’s\nSenior Leadership\nteam and 2\nindependent panel\nmembers who are\nsenior leaders\nwithin IOM\nGovernment.", "14 working\ndays" ], [ "Member of Leadership\nTeam/TLR Holder", "Headteacher", "7 working\ndays", "Headteacher", "7 working\ndays", "3 members of the Governing Body", "14 working\ndays", "Chief Executive\nOfficer either\nsitting alone or\nwith 2 other senior\nofficers", "14working\ndays" ], [ "Headteacher", "Director of\nEducation", "7 working\ndays", "Director of Education", "7 working\ndays", "Chief Executive Officer either sitting alone\nor with 2 other senior officers", "14 working\ndays", "The Appeal panel\nwill consist of 3\nmembers, one\nmember of the\nDepartment’s", "14 working\ndays" ] ], "row_count": 6, "col_count": 9 } ] }, { "case_id": 1408859, "title": "Outcomes of Disciplinary action in schools", "authority": "Department of Education, Sport and Culture", "date_received": "2020-08-05", "outcome": "Some information sent but not all held", "summary": "The requester asked for disciplinary outcomes regarding teachers and school employees for physical, emotional, or sexual harm to pupils since October 2011. The Department of Education provided partial information held by some schools but confirmed that other schools did not hold records for the requested dates or had not yet responded due to summer holidays.", "key_facts": [ "The request covered disciplinary actions for physical harm, emotional/mental health harm, and sexual contact with pupils.", "The scope included all schools and the University College Isle of Man since October 2011.", "The Office of Human Resources confirmed they did not hold the requested information.", "Some schools could not provide data because records were not held for the requested dates.", "A follow-up response was issued on 25 September 2020 after the initial deadline of 3 September 2020." ], "data_mentioned": [ "October 2011", "5 August 2020", "25 August 2020", "3 September 2020", "25 September 2020", "1408859", "4 pages", "2 documents" ], "exemptions_cited": [ "Information not held by the authority or schools", "Information not held for the dates requested" ], "tables": [ { "headers": [ "Primary School", "Physical harm to a pupil", "Emotional or mental health of a pupil", "Sexual contact with a pupil", "Outcome", "Notes" ], "rows": [ [ "Anagh Coar", "0", "0", "0", "N/a", "" ], [ "Andreas", "Information requested not held", "Information requested not held", "Information requested not held", "N/a", "" ], [ "Arbory", "0", "0", "0", "N/a", "" ], [ "Ashley Hill", "0", "0", "0", "N/a", "From 2016 when current Head Teacher started" ], [ "Ballacottier", "0", "0", "0", "N/a", "From 2020 when current Head Teacher started.\nInformation requested not held prior to 2020." ], [ "Ballasalla", "Information requested not held", "Information requested not held", "Information requested not held", "N/a", "" ], [ "Ballaugh", "0", "0", "0", "N/a", "" ], [ "Braddan", "0", "0", "0", "N/a", "" ], [ "Bunscoill Ghaelgagh", "0", "0", "0", "N/a", "" ], [ "Bunscoill Rhumsaa", "0", "0", "0", "N/a", "" ], [ "Cronk y Berry", "0", "0", "0", "N/a", "" ], [ "Dhoon", "Information requested not held", "Information requested not held", "Information requested not held", "N/a", "" ], [ "Foxdale", "0", "0", "0", "N/a", "" ], [ "Henry Bloom Noble", "0", "0", "0", "N/a", "" ], [ "Jurby", "0", "0", "0", "N/a", "" ], [ "Kewaigue", "0", "0", "0", "N/a", "" ], [ "Laxey", "Information requested not held", "Information requested not held", "Information requested not held", "N/a", "" ], [ "Manor Park", "0", "0", "0", "N/a", "" ], [ "Marown", "0", "0", "0", "N/a", "" ], [ "Michael", "0", "0", "0", "N/a", "" ], [ "Onchan", "0", "0", "0", "N/a", "" ], [ "Peel Clothworkers", "0", "0", "0", "N/a", "From 2013 when current Head Teacher started.\nInformation requested not held prior to 2013." ], [ "Phurt le Moirrey", "0", "0", "0", "N/a", "From 2016 when current Head Teacher started.\nInformation requested not held prior to 2016." ], [ "Rushen", "0", "0", "0", "N/a", "From 2017 when current Head Teacher started" ], [ "Scoill yn Jubilee", "0", "0", "0", "N/a", "" ], [ "St Johns", "0", "0", "0", "N/a", "" ], [ "St Marys", "0", "0", "0", "N/a", "From 2018 when current Head Teacher started.\nInformation reqeusted not held prior to 2018." ], [ "St Thomas'", "Information requested not held", "Information requested not held", "Information requested not held", "N/a", "" ], [ "Sulby", "0", "0", "0", "N/a", "" ], [ "Vallajeelt", "0", "0", "0", "N/a", "From 2015 when current Head Teacher started.\nInformation requested not held prior to 2015." ], [ "Victoria Road", "Information requested not held", "Information requested not held", "Information requested not held", "N/a", "" ], [ "Willaston", "0", "0", "0", "N/a", "From 2014 when current Head Teacher started.\nInformation requested not held prior to 2014." ], [ "Secondary School", "", "", "", "", "" ], [ "Ballakermeen High School", "Information requested not held", "Information requested not held", "Information requested not held", "N/a", "" ], [ "Castle Rushen High School", "Information requested not held", "Information requested not held", "Information requested not held", "N/a", "" ], [ "Queen Elizabeth II High School", "Information requested not held", "Information requested not held", "Information requested not held", "N/a", "" ], [ "Ramsey Grammar School", "Information requested not held", "Information requested not held", "Information requested not held", "N/a", "" ], [ "St Ninian's High School", "Information requested not held", "Information requested not held", "Information requested not held", "N/a", "" ], [ "College", "", "", "", "", "" ], [ "University College Isle of Man", "0", "0", "0", "N/a", "From 2016 when current Principal started.\nInformation reqeusted not held prior to 2016." ] ], "row_count": 40, "col_count": 6 } ] }, { "case_id": 1417121, "title": "UCM Lecturer staffing information and Trade union membership", "authority": "Department of Education, Sport and Culture", "date_received": "2020-08-11", "outcome": "Some information sent but not all held", "summary": "A request for staffing and trade union data at University College Isle of Man was partially fulfilled, with specific lecturer counts provided but trade union membership percentages withheld as the information is not collected.", "key_facts": [ "There are 93 full-time lecturers at UCM.", "187 lecturers are engaged on a zero-hour basis.", "The total headcount of lecturers is 310.", "The discrepancy in headcount is due to 29 part-time employees.", "Trade union membership percentages are not held by the Department." ], "data_mentioned": [ "93", "1", "187", "310", "29", "7", "2020-08-11", "2020-09-08", "1 September 2020", "2019-2020", "1417121" ], "exemptions_cited": [ "Information not held or cannot be found after taking reasonable steps" ], "tables": [ { "headers": [ "Category", "Value/Explanation" ], "rows": [ [ "Number of full time lecturers at UCM", "93" ], [ "Number of lecturers at UCM under a fixed term contract", "1" ], [ "Number of lecturers at UCM engaged on a zero hour's basis", "187" ], [ "Total headcount of lecturers engaged/employed at UCM", "310" ], [ "Reason for discrepancy between the number of lecturers at UCM", "Difference of headcount to total of first 3 questions accounts for the part time employees, 29 in total." ], [ "Percentage of Trade Union Membership", "Information not collected by either the Department or the Office of Human Resources." ], [ "Number of lecturers leaving employment at the end of 2019/20", "7" ] ], "row_count": 7, "col_count": 2 } ] }, { "case_id": 1420021, "title": "The Education Union of Mann/EdUMann", "authority": "Department of Education, Sport and Culture", "date_received": "2020-08-12", "outcome": "Some information sent but not all held", "summary": "The request sought details on communications, meetings, agreements, and financial assistance between the Department of Education, Sport and Culture and the Education Union of Mann (EdUMann). The authority disclosed several email records and confirmed an informal meeting occurred, but stated no formal agreements or financial assistance were provided and no meeting minutes existed.", "key_facts": [ "Four email records were released covering dates from April to July 2020.", "An informal meeting between DESC and EdUMann took place on 27 July 2020 at 9:30am.", "No formal agreements exist between the Department and the Education Union of Mann.", "No financial assistance, loans, grants, or guarantees have been provided to the union by the government.", "Personal information within the released emails was redacted under Section 25 of the FOI Act." ], "data_mentioned": [ "16 April 2020", "25 May 2020", "15 July 2020", "16 July 2020", "27 July 2020", "9:30am", "Section 25", "Article 5", "Article 6", "Trade Unions Act 1991", "12 pages", "5 documents" ], "exemptions_cited": [ "Section 25 of the Freedom of Information Act (absolutely exempt personal information)", "Article 5 of the General Data Protection Regulation (data protection principles)", "Article 6 of the General Data Protection Regulation (conditions for lawful processing)" ], "tables": [ { "headers": [ "Bargaining Unit", "Number of FTE Employees (as of 1 September 2020)" ], "rows": [ [ "Teachers", "782.1" ], [ "Lecturers", "Not specified in text" ] ], "row_count": 2, "col_count": 2 } ] }, { "case_id": 1464673, "title": "Non DESC External Teachers", "authority": "Department of Education, Sport and Culture", "date_received": "2020-09-10", "outcome": "All information sent", "summary": "The request sought details on non-DESC music tutors in primary schools, including specific data on schools, hours, and regulatory frameworks. The authority disclosed that no specific legislation regulates these tutors, provided a list of school policies and quality assurance measures in place, and released enclosed data for the 2018/19 and 2019/20 academic years.", "key_facts": [ "There is no specific provision within the Education Act 2001 to regulate non-DESC music tutors.", "Safeguarding responsibility for external tutors lies with the Head Teacher and school staff.", "Parents are contacted directly to make decisions regarding attendance and payment for private lessons.", "Quality assurances include DBS checks, safeguarding training, and lesson observations by school staff.", "The request covered the academic years 2018/19 and 2019/20." ], "data_mentioned": [ "2018/19", "2019/20", "10 September 2020", "8 October 2020", "1464673", "5 pages", "2 documents", "Education Act 2001", "Freedom of Information Act 2015" ], "exemptions_cited": [], "tables": [ { "headers": [ "2018/19", "", "", "", "" ], "rows": [ [ "Primary School", "No. of tutors", "No. of hours taught", "No. of pupils taught", "Notes" ], [ "Andreas", "1", "30 minutes per week", "3", "Taught at lunchtime" ], [ "Ballacottier", "1", "6 hours per week", "12", "" ] ], "row_count": 3, "col_count": 5 }, { "headers": [ "2019/20", "", "", "", "" ], "rows": [ [ "Primary School", "No. of tutors", "No. of hours taught", "No. of pupils taught", "Notes" ], [ "Andreas", "1", "30 minutes per week", "3", "Taught at lunchtime" ], [ "Ballacottier", "1", "2.5 hours per week", "5", "" ], [ "Kewaigue", "1", "30 minutes per week", "20", "Taught as a group" ], [ "Marown", "1", "1 hour per week", "10", "In small groups and\npupils taught over break\nand assembly time" ], [ "Onchan", "1", "4 hours per week", "30", "Pupils from years 4, 5\nand 6" ] ], "row_count": 6, "col_count": 5 } ] }, { "case_id": 1480105, "title": "Constitution", "authority": "Department of Education, Sport and Culture", "date_received": "2020-09-21", "outcome": "Some information sent but part exempt", "summary": "The requester asked for the UCM constitution for lecturers and meeting minutes for JCC and JNC committees over the past two years. The authority provided the constitution and JNC minutes with redactions for personal data, but stated that JCC minutes were not held as those meetings do not take place within the Department.", "key_facts": [ "The request was received on 2020-09-21 and responded to on 2020-10-19.", "The UCM constitution for lecturers was provided but contained redacted personal information.", "JNC meeting minutes for the past two years were provided with redactions.", "JCC meeting minutes were not provided because the Department does not hold them as the meetings do not take place within the Department.", "Personal information was exempted under Section 25 of the Freedom of Information Act." ], "data_mentioned": [ "1480105", "2020-09-21", "2020-10-19", "2020-10-19", "11 October 2018", "14 June 2018", "42", "3", "Section 25", "Article 5", "Article 6" ], "exemptions_cited": [ "Section 25 of the Freedom of Information Act (absolutely exempt personal information)", "Data Protection (Application of GDPR) Order 2018", "Article 5 of the General Data Protection Regulation", "Article 6 of the General Data Protection Regulation" ], "tables": [ { "headers": [ "Item", "Agenda", "Action" ], "rows": [ [ "1.", "Minutes.\nThe minutes of the meetings held on 14 June 2018 were confirmed\nand signed.", "" ], [ "2.", "Terms and Conditions for Lecturers – proposed amendments\nto Appendix 9 re Sessional Lecturers\nThe proposed amendments to Appendix 9 were circulated in relation\nto Sessional lecturers and once finalised will replace the current\nAppendix 9. Any comments/amendments to be sent to the HR\nBusiness Partner by 31.10.18, so final version can be incorporated\ninto the Terms and Conditions of Service for Lecturers and\nimplemented from 1 November 2018. One amendment was made\nduring the meeting, to change reference to paragraph (iv) to (vi)\nwithin the proposed 3b.", "All/HR Business\nPartner" ], [ "3.", "IOMG Retirement Policy, the Equality Act and paragraph\n34.5 of the Terms and Conditions of Service for Lecturers\nand the removal of over 65 from the Redeployment and\nRedundancy Policy and Procedure.\nIt was proposed that paragraph 34.5 in the Terms and Conditions of\nService for Lecturers regarding retirement age is removed and that\nthe date for the removal is aligned with all other DESC employment\ngroups. It was agreed that the views of the other JNCs would be\nsought at their respective JNCs and then the date for removal would\nbe submitted to the Department in December for their agreement.", "Director of\nStrategy and\nCorporate\nServices" ], [ "4.", "Pay Scales for Lecturers, Assistant Programme Managers\nand Programme Managers\nThere was a discussion about the erosion of the value of threshold\npayments as a result of the differential pay awards for each pay\nscale. The UCU representative circulated a paper from 2007\nregarding the scales to which threshold payments applied, although\nin practice a threshold application process has not been required,\nother than for movement between lower and upper pay spines.", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "", "There was then a discussion regarding the eroding differential in pay\nfor a lecturer compared to a manager and it was agreed that it\nwould be helpful to review the structure of the pay scales and come\nforward with a proposal at the next meeting. Options to explore\nincluded potentially creating one lecturing pay scale (amalgamating\nlower and upper pay scale); removing manager pay scale and just\nhaving APM and PM pay scales etc although some jobs do sit outside\nthe APM and PM scales. It was agreed this could be incorporated\ninto a draft Pay Policy for Lecturers for discussion at the next\nmeeting.\nIt was also agreed that as there were no lecturers on the senior\nlecturer pay scale that this scale be removed now.", "Director of\nStrategy and\nCorporate\nServices/\nPrincipal/\nHR Business\nPartner" ], "rows": [ [ "5.", "Have your Say Staff Survey & Draft Communication Strategy\nThe UCU representative requested an update on actions from the\nHave your Say survey. The Principal provided an update on what has\nbeen done including:\n- Internal communication survey\n- 70 questions of ‘you said’, ‘we did’\n- The development of staff ID badges (almost there)\n- New staff lunch tables were placed in the staff room\n- A review of sharepoint\n- Compiling a draft Communication Strategy (circulated at the\nmeeting)\n- Smaller staff meetings rather than everyone in the hall\nThe UCU representative requested a survey be undertaken tailored\nfor UCM staff. The Principal stated that it was proposed that an\nannual staff survey was included as part of the draft Communication\nStrategy.", "" ], [ "6.", "Keyll Daree\nThe Principal provided an update on Keyll Daree and relayed that\nwas currently collating information eg student numbers;\nregulation etc. Any synergies and opportunities would then be\nconsidered once this is clear.", "" ], [ "7.", "Curriculum Changes\nConcerns were raised regarding the impact of recent curriculum\nchanges on staff in the Gen Ed team. There was a discussion about\nsome of the areas of concern and the Principal suggested she met\nwith the Gen Ed team.", "Principal" ], [ "8.", "Further clarification on aspects of the HE remission hours\n(no change required for Lecturers’ terms and conditions)\nThere was a discussion regarding the implementation of remission\nwhich is currently being applied inconsistently across Programme\nareas. The Principal circulated a briefing paper to be circulated at the\nnext PMT meeting. Other than one amendment being suggested (to\ninclude a maximum of teaching contact being 24 hours). The\ncontents of this paper were agreed.", "Principal" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "", "", "" ], "rows": [ [ "9.", "2019/20 UCM calendar\nSome calendar amendments were suggested. The Principal agreed\nto consider these with the Vice Principal and then email an updated\nversion to the unions for agreement before the next JNC.", "Principal/unions" ], [ "10.", "UCM Selection and Recruitment Panel Composition\nThe Principal advised that the Governors did not have the time\navailable/wish to sit on recruitment panels and preferred instead to\ndelegate their role to a member of UCM SLT (unless the recruitment\nwas for an SLT member of staff in which case they would be\ninvolved). This change does not require an amendment to the\nRecruitment and Selection policy as the facility to delegate is already\nallowed for.", "" ], [ "11.", "Update Threshold Applications\nThe Principal provided an update – 6 threshold applications were\nreceived and were considered by the external assessor. 4 of which\nwere successful in meeting the criteria to go through the threshold.", "" ], [ "12.", "Update HE Tender\nAn update was given regarding the process for selection of a\nUniversity partner. It was proposed the successful partner would be\nknown by the end of the year.", "" ], [ "13.", "PiP Update\nEmployee and Manager self-service of PiP will go live for DESC staff\nfrom 19 November, with training being planned from 5 November.", "" ], [ "14.", "Official Secrets Act\nAn update was given that all new starters across IOMG are now\nrequired to sign this.", "" ], [ "15.", "Next meeting dates: all held in the Principal’s meeting room\n 21 March 2019\n 20 June 2019\nThe meeting closed at 4.30pm.", "" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Item", "Agenda", "Action" ], "rows": [ [ "1.", "Minutes.\nThe minutes of the meetings held on 11 October 2018 were\nconfirmed and signed.", "" ], [ "2.", "Matters Arising\nTerms and Conditions of Service for Lecturers – the agreed\nchanges to Appendix 9 and also paragraph 34.5 regarding removal\nof retirement age had been done and circulated.\nDraft Pay Policy – once the draft was ready, it would be circulated\nprior to discussion. It was agreed an extra meeting would be\narranged for this. The HR Business Partner will arrange an additional\nmeeting.\nHE remission hours – this is carried forward from the last\nmeeting: ‘Further clarification on aspects of the HE remission hours\n(no change required for Lecturers’ terms and conditions). There was\na discussion regarding the implementation of remission which is\ncurrently being applied inconsistently across Programme areas. The\nPrincipal circulated a briefing paper to be circulated at the next PMT\nmeeting. Other than one amendment being suggested (to include a\nmaximum of teaching contact being 24 hours). The contents of this\npaper were agreed.’\nUCM calendar for 19/20 - this is now on Sharepoint.", "HR Business\nPartner\nPrincipal" ], [ "3.", "Terms and Conditions of Service – the wording below was\nagreed.", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "", "‘A lecturer must provide a DBS certificate prior to commencing work,\nas per 6.1 above and then subsequently, at least once, every 3 years\nthroughout their appointment. Lecturers may wish to sign up to the\nDBS update service in order to do this.’\nThe HR Business Partner will update the Terms and Conditions.\nFurther information was sought regarding administration and\ntimescales for these checks. The Vice Principal undertook to find out\nand circulate this information.", "HR Business\nPartner\nVice Principal" ], "rows": [ [ "4.", "UCM Access/ID cards\nA summary of the content of the draft Policy was shared. The draft\ndocument would be circulated following the meeting and then could\nbe discussed, together with the draft Pay Policy, as a two item\nagenda at the additional meeting being arranged.", "HR Business\nPartner" ], [ "5.", "PiP Update\nSelf-service will go live through ‘PiP lite’ which will be an initial roll\nout, whereby there will be limited access giving each of us an\nopportunity to check our entries are correct eg our personal\ndetails/line manager are accurate and also time for managers to\ncheck the names of their direct reports are correct.\nPiP implementation dates will be communicated once known.", "" ], [ "5.", "Any Other Business\nClarity of staffing arrangements and responsibility for 14-16\nyear olds attending UCM. The Vice Principal and NEU\nrepresentative advised that there had been several meetings with\nschools about 14-16 provision and the Vice Principal had a meeting\nnext week with staff to discuss this.\nBudget line referring to transfer of LEAD staff to DESC -\nclarity was provided regarding this.\nExit interviews – all leaving staff are offered an exit interview but\ndon’t always choose to have one.\nDraft Communication Strategy - the Vice Principal confirmed\nthat this work was ongoing.\nNew UCM Governor - .\nHE Tender - The Director of Strategy and Corporate Services\nprovided an update.\nRecognition Strategy - the HR Business Partner provided\nbackground regarding the work underway regarding this. Sessions\nwith UCM staff to seek their views had been arranged for 7 and 8", "Vice Principal" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "Item", "Agenda", "Action" ], "rows": [ [ "1.", "Minutes.\nThe minutes of the meetings held on 21 March 2019 were confirmed\nand signed.\nwas welcomed to the meeting as the new\nrepresentative for NEU.", "" ], [ "2.", "Matters Arising\nDBS checks – the Principal confirmed that lecturers DBS checks\nwere complete and that checks for sessional lecturers were\nunderway.\nClarity of Staffing Arrangements and responsibility for 14-16\nyear olds – the Vice Principal had met with the staff involved and\nsome training had been arranged. Work was also underway with\nPMT.", "" ], [ "3.", "JNC Constitution\nThe JNC constitution was signed by UCU and NEU and, would now\nbe signed by the Chief Executive. The signed version would then be\nincorporated into the Terms and Conditions of Service for Lecturers\nso it is easily accessible.\nThe NEU representative left the meeting after this item to attend a\nprior commitment.", "HR Business\nPartner" ], [ "4.", "Staff Calendar\nThe UCU representatives welcomed the flexibility of the 3 days", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "", "during August and the Principal confirmed that the calendar will now\nbe put forward for approval at the next Governors meeting.", "Principal" ], "rows": [ [ "5.", "Pay Policy\nIt was agreed that a separate meeting(s) would be set up to discuss\nand agree a Pay Policy for Lecturers, this being the single item\nagenda for such meetings.\nRepresentatives were encouraged to give some thought, in advance\nof the meetings to\n- Whether or not to remove threshold?\n- Whether or not it would be helpful to have one leadership\npay scale e.g. for APM, PM, Manager, Deputy Manager\nSome clarification was also given in relation to the existing draft ie\nthe new pay scales, once agreed, would apply to all new lecturing\nappointments, including promotions.\nThe Principal also would provide alternative photographs to go on\nthe front of the document (i.e. which are not school based).", "" ], [ "5.", "2018 Pay Award\nUCU representatives queried whether the pay award had been\napplied correctly for 2018/19 for APMs and PMs. The HR Business\nPartner would check how the pay award was applied.", "HR Business\nPartner" ], [ "6.", "Recruitment\nIt was requested that next time a UCM Governor was recruited that\nthey are aware of the time implications e.g. when sitting on\nrecruitment panels. This was agreed.", "Principal/\nDirector of\nStrategy and\nCorporate\nServices" ], [ "7.", "Capability/Sickness Absence\nConcern was raised regarding capability procedures being\nprogressed without the individual concerned having any prior\ninformal discussion. There was a discussion and it was agreed that\ncapability shouldn’t come as a surprise and the procedures are\nintended to be supportive and ensure the lecturer is aware of the\nconcern and agree the plan to help them achieve the required\nstandard of performance/attendance.\nFurther management training was also discussed and the Principal\noutlined a middle leader modular training programme that had been\ndeveloped with the Education Training Foundation. The HR Business\nPartner suggested it may be helpful for the DESC HR team to deliver\nsuch training, in particular regarding HR procedures to ensure\nconsistency of advice.\nThere was also a discussion regarding Bradford factors and the", "HR Business\nPartner/\nPrincipal" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "", "Principal outlined how SLT review Bradford factors. The HR Business\nPartner also relayed the IOMG trigger of 128 (which is detailed in the\nIOMG Management of Sickness Absence Policy and Guidance\ndocument) and that it can help employees to be aware of their own\nBF score, and the IOMG trigger.", "" ], "rows": [ [ "8.", "UCM Fees Policy and Regulations\nConcerns were raised regarding the complexity of the current UCM\nFees Policy document and application form. The Principal agreed\nthat a piece of work was necessary on this e.g. in relation to HE\nstudents where some market research was needed and lifelong\nlearning etc. She also reiterated the importance of staff directing\nstudents to Student Services for fees information and not trying to\nprovide this advice themselves. The Principal confirmed she was\ntaking the fees structure to the Governors meeting in November.", "Principal" ], [ "9.", "Marketing of UCM courses\nThere was a discussion about marketing and pricing. It was thought\nUCM social media presence was now very strong however there was\na discussion regarding the greater flexibility of course timings offered\nby some private providers and that UCM needed to consider how it\ndelivers its offer too.", "" ], [ "10.", "Staff Survey\nIt was confirmed that the IOMG Have Your Say Survey will take\nplace again in November 2019.\nThe Principal also stated that a survey of UCM students would also\ntake place this year with QDP undertaking this which she hoped\nwould provide helpful feedback as they undertake student surveys\nfor around 100 other Colleges which will enable some benchmarking/\ncomparisons to be made.", "" ], [ "11.", "HE Tender\nUCU sought clarity regarding the HE Tender document and the type\nof HE provider the Department were seeking/hoping to secure. The\nDirector of Strategy and Corporate Services provided an update on\nthe HE tender and in broad terms stated the Department was trying\nto expand the on-island HE offer with a potential future aspiration\nbeing for UCM to secure University status.\nThe Director of Strategy and Corporate Services agreed to send an\nupdate on the tender process to UCM staff outlining the timeframes.", "Director of\nStrategy and\nCorporate\nServices" ], [ "12.", "Staff Access Cards\nUCU agreed in principle to the staff access cards, however concerns\nwere raised regarding the current draft policy. The Principal agreed\nto revisit the wording in the draft document and will send this direct", "Principal" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "Item", "Agenda", "Action" ], "rows": [ [ "1.", "Minutes.\nThe minutes of the JNC meeting held on 19 December 2019 were\nconfirmed and signed.", "" ], [ "2.", "Matters Arising\n2018 Pay Award – still querying the application of the award as\nthe differential between grades is no longer the same. The Director\nof Strategy and Corporate Services stated that this is the case\nbecause a graduated award was applied, in line with the STPCD.\ngoing to consider further and send an email with his views.\nCapability/Absence training – this had been organised and\ndelivered by HR in conjunction with the Equality Adviser. Feedback\nfrom unions was that it had been well received.", "UCU rep" ], [ "3.", "Pay Policy\nIn addition to the principles agreed at the meeting on 19 December,\nthe following further principles were agreed:-\n- There will be the same pay scale for lecturers teaching HE\nand FE\n- The JNC confirmed they wish to continue applying annual pay\nawards in accordance with those published in the STPCD\n- There should be an unqualified 5 point scale and a qualified 5\npoint scale.\n- APM and PM scales should no longer be used and relevant\nfive point scales applied from the current management scale\n- Overlaps between scales should be avoided.", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "Item", "Agenda", "Action" ], "rows": [ [ "1.", "Minutes.\nThe minutes of the JNC meeting held on 23 January 2020 were\nconfirmed and signed.", "" ], [ "2.", "Matters Arising\n2018 Pay Award – still querying the application of the award as\nthe differential between grades is no longer the same. The Director\nof Strategy and Corporate Services stated that this is the case\nbecause a graduated award was applied, in line with the STPCD.\ngoing to consider further and send an email with his views.", "UCU rep" ], [ "3.", "Pay Policy\nIn addition to the principles agreed at the previous meetings, there\nwere further amendments made to the draft document. Draft pay\nscales were also considered and feedback was that they seemed\nreasonable. To be confirmed at the next meeting once union reps\nhave given them further consideration.\nRepresentatives to meet, prior to the next meeting to consider a\ndraft job description for Assistant Faculty Manager.\nA further meeting to discuss the draft Pay Policy has been arranged\nfor 2 April 2020.\nOnce finalised, amendments will also be needed to the Terms and\nConditions of Service for lecturers to remove references to threshold.", "All\nAll reps\nHR Business\nPartner" ], [ "4.", "Next Pay Policy meeting dates: held at 2pm in the Principals\nMeeting room", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "Item", "Agenda", "Action" ], "rows": [ [ "1.", "Minutes.\nThe minutes of the JNC meeting held on 12 March 2020 were\nconfirmed and signed.", "" ], [ "2.", "Matters Arising\n2018 Pay Award – still querying the application of the award as\nthe differential between grades is no longer the same. The Director\nof Strategy and Corporate Services stated that this is the case\nbecause a graduated award was applied, in line with the STPCD.\ngoing to consider further and send an email with his views.", "UCU rep" ], [ "3.", "Pay Policy\nA further meeting regarding the Pay Policy is scheduled for 28 May\n2020. The Principal will provide the pay modelling information\nregarding the number of existing lecturers who are qualified and on\nthe lower pay spine.", "Principal" ], [ "4.", "UCM Academic Calendar\nThe new bank holiday date (28 August 2020) falls on a day which is\ncurrently in the academic calendar as an administration day. It was\nacknowledged that staff still need to work an administration day and\nthat this could be agreed locally between the lecturer and their line\nmanager.", "" ], [ "5.", "Faculties\nThe Principal advised that it is possible to now recruit to the\ntwo remaining Faculty Manager positions – the Faculty of", "" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "Item", "Agenda", "Action" ], "rows": [ [ "1.", "The minutes of the meeting on 21 May were confirmed", "" ], [ "2.", "Matters Arising\nThe UCU representative had emailed the information regarding his\nquery in relation to the application of the 2018 pay award and pay\ndifferentials", "" ], [ "3", "Advertising for the remainder of this academic year\nIt was agreed that due to time constraints that, once any\nredeployees have been considered, posts would be advertised\ninternally and externally simultaneously.\nIt was also agreed that adverts for lecturing posts would include the\nrange for both the lower and upper pay ranges.", "" ], [ "4", "Public Accounts Committee\nUCU were concerned regarding the reference to ‘unions’ in the\nrecently published PAC scrutiny report and wished it to be noted that\nUCU had worked proactively and positively with UCM during the\npandemic.\nThe JNC agreed and recognised the positive work of both the\nrecognised lecturing unions at UCM in supporting students to achieve\ntheir qualifications throughout the pandemic and also to help ensure\nthe safe return of all staff and students.", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "Item", "Agenda", "Action" ], "rows": [ [ "1.", "Pay Policy\nThe meeting had been convened to discuss and further update the\ndraft Pay Policy for Lecturers.\nFurther amendments to the document were made and the final\nversion of the Policy agreed. Next steps are for it to be considered at\nthe Department meeting on 5 August 2020 and once approved, will\nbe implemented from 1 September 2020.", "Director of\nStrategy and\nCorporate\nServices" ], [ "2.", "Performance Management and Appraisal Policy\nThis document is within the Terms and Conditions of Service for\nLecturers and it was agreed that:-\n- References to threshold would be removed\n- References to additional increments would include wording to\nstate this is only in circumstances where there has been\nexceptional performance\n- that the CPD log template (to be supplied by UCU) will be\nincluded\nit was agreed that the JNC would meet in the Autumn term as a\nsingle item agenda to consider this Policy further in the light of the\nnew Pay Policy.", "HR Business\nPartner\nHR Business\nPartner" ], [ "3.", "The meeting finished at 4.10pm", "" ], [ "4.", "Next JNC meeting dates:\n• 24 September 2020 – single item agenda re\nPerformance Management and Appraisal Policy", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "", "It was hoped this would be known after the next JNC Teachers which is being held on 30\nNovember.", "teaching\nunion mtg" ], "rows": [ [ "2.", "DFM for Primary mainstream Inclusion and Safeguarding staff – presentation\ngiven by .\nAn outline of the current situation and the reasons for DFM was provided including that a\n‘dry run’ was currently underway in primary using the DFM formula for the academic year\n2018-2019 and that, for secondary, discussions were underway with secondary to agree\nthe weightings in the funding formula.\nThe proposed timeline and process to be followed when transferring staff to\nschools/services was shared in order to ensure DFM was in place for September 2019.\nUnit staffing and specialist Inclusion and Safeguarding staffing such as PSAC, ESC and\nsensory will not be transferred at this stage and will, for now, remain centrally deployed.\nFrom September 2019, mainstream Inclusion and Safeguarding staff will then be\ntransferred to the school i.e. Inclusion and Safeguarding wont then centrally deploy staff.", "" ], [ "3.", "Supply cover – L2 and L3\nSometimes, where short term supply is required, the duties needed covering will not\ninclude all the duties of the post eg without planning, preparation and assessment and in\nthese circumstances, a L2 supply may be warranted. If, however, all the L3 duties are\nrequired, L3 supply cover is appropriate. Until DFM is in place, it is very important that\nschools relay the detail of cover duties required to the Inclusion and Safeguarding\nDivision so that the appropriate level of cover can be funded.", "" ], [ "4.", "PiP update\nPay is being generated through PiP but self-service go live has been postponed. Dates\nwill be communicated once known.", "" ], [ "5.", "Official Secrets Act\nThe Director of Strategy and Corporate Services advised that all public servants are\ndeemed to have signed this document and that this now forms part of the pre-\nemployment documentation for all new recruits across Government, including education\nsupport staff.", "" ], [ "6.", "DBS checks\nThe Director of Strategy and Corporate Services advised that the Safeguarding Board and\nInternal Audit were uncomfortable with the current practice of DBS checks for DESC staff\nonly being undertaken upon appointment. The Department had considered this and have\ndecided to introduce 3 year rolling DBS checks for all staff as soon as it had operationally\nbeen agreed how to organise this. She confirmed the Department would absorb the\nassociated costs.", "" ], [ "7.", "Education Bill\nAn update was given regarding the progress of the Education Bill and that consultation\nwas expected to commence in the New Year. Colleagues were encouraged to have a look", "" ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "Item", "Agenda", "Action" ], "rows": [ [ "", "The minutes of the meeting held on 21 November 2019 were confirmed.\nThe meeting wasn’t quorate and so matters are noted (1 employee rep short) and will be\nratified either by email with the Employee Reps who weren’t present and/or at the next\nmeeting.", "" ], [ "1.", "Matters Arising\nChanges to the Terms and Conditions – these had been done and circulated\nRetirement Policy –the retirement provisions had been updated in the Terms and\nConditions of Service for Education Support Staff", "" ], [ "2.", "DBS Checks\nQueries had been raised from Prospect regarding the arrangements for DoI cleaning and\ncaretaking staff and also catering staff. The Director of Strategy and Corporate Services\nconfirmed that catering staff were part of DESC and 3 year checks were being", "Director of\nStrategy\nand" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "Item", "Agenda", "Action" ], "rows": [ [ "", "The minutes of the meeting held on 20 March 2019 were confirmed.", "" ], [ "1.", "Matters Arising\nDBS checks - the proposed revised wording had been agreed by email and had now been\nincorporated into the Terms and Conditions of Service for Education Support staff.", "" ], [ "2.", "PiP ( in attendance)\nprovided an update and stated that PiP lite will go live throughout DESC from 13\nMay 2019.\n- Last paper payslip would be issued in August. Electronic payslips are available\nthrough PiP\n- If member of staff doesn’t have a government email address, a letter will be sent\nto their home address to ask them to contact the helpdesk to set up with a\nusername and password", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "", "- If a member of staff is on leave when PiP goes live, they can login when they\nreturn.", "" ], "rows": [ [ "3.", "DFM for Primary mainstream Inclusion and Safeguarding staff\nprovided an update including:\n- The timeline remains as previously advised\n- SEN registers had been collected and schools had received their data validation\nreports and queries were being addressed\n- A briefing paper for primary and secondary colleagues had been circulated before\nEaster\n- Face to face briefing meetings were being organised for secondary colleagues\ngiven that secondary colleagues had not had a ‘dry run’ as had happened in\nprimary\nAs a result of DFM, some changes are required to the Redeployment and Redundancy\nPolicy and Procedure from September 2019 ie once DFM is in place. The proposed\nchanges were as follows and were agreed:-\n- 3.3 in relation to the SEN secondary cluster\n- 5.4.1 to update the name of Services for Children to Inclusion and Safeguarding\n- 5.4.1 to remove primary and secondary groupings from the Inclusion and\nSafeguarding list as from September these staff will no longer be deployed by\nInclusion and Safeguarding Division\n- 5.4.2 in relation to circumstances where there may be a SEN funding reduction in\nprimary schools and the education support member of staff based in reception\n- 9.3 to re-order this paragraph so compensation scheme entitlements appear first\nprior to references to statutory scheme.", "" ], [ "4.", "Proposed New Pay Scales\nThe Director of Strategy and Corporate Services referred to the Equality Act which\nstipulates age as one of the protected characteristics. The Department is therefore\nreviewing its payscales, particularly those over 5 scale points in length, to ensure it is\ncompliant.\nOnce the proposals are drafted, she suggested an extraordinary meeting of the JNC was\narranged to discuss the proposals further as a single item agenda. It was agreed that this\nwas a sensible way forward and a meeting on 26 June 2019 was arranged.", "" ], [ "5.", "Any Other Business\nProposed transfer of secondary administrative staff to the PSC\nThis was to be discussed further at a meeting with secondary Headteachers and the\nDepartment on 24 June 2019.\nTime off in Lieu\nThis had been previously raised at a meeting in 2012 and noted that where a member of\nsupport staff has time off in lieu, the dates/time for this should be agreed, in advance,\nbetween the member of education support staff and their Headteacher/Head of Service.\nPayscales in Adverts\nIt was noted that adverts don’t always say pro-rata and that this should be raised with", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "Item", "Agenda", "Action" ], "rows": [ [ "", "The minutes of the meeting held on 8 May 2019 were confirmed.", "" ], [ "1.", "Matters Arising\nPiP lite – representatives were asked to remind education support staff to log in to PiP\nlite and reminded that the last paper pay slip would be issued in August, following which\npayslips are available on PiP.", "" ], [ "2.", "Proposed New Pay Scales\nThe Director of Strategy and Corporate Services referred to the paper which had been\ncirculated prior to the meeting regarding the proposed new payscales. Whilst the paper\nasked for comments prior to the end of term, the Director of Strategy and Corporate\nServices, extended this and requested comments submitted to her by 30 September\n2019.\nSome initial queries were raised:", "" ] ], "row_count": 3, "col_count": 3 } ] }, { "case_id": 1481505, "title": "Cambridge IGCSE Examinations 2020", "authority": "Department of Education, Sport and Culture", "date_received": "2020-09-21", "outcome": "Some information sent but not all held", "summary": "The request sought details on the 2020 Cambridge IGCSE grading algorithm, school-specific results, and correspondence regarding teacher concerns from December 2018. The Department of Education, Sport and Culture provided some information but withheld data requiring substantial compilation, leading to a partial disclosure outcome.", "key_facts": [ "The request was received on 2020-09-21 and the outcome was issued on 2020-10-20.", "The authority cited Section 8(3)(c) of the Freedom of Information Act to avoid substantial compilation of historical correspondence.", "The requester agreed to narrow the timeframe for teacher concern correspondence to 13 August 2019 onwards.", "The response included 25 pages across 4 documents.", "The outcome was classified as 'Some information sent but not all held'.", "The request covered the transition from algorithmic grading to Centre Assessed Grades (CAGs) for 2020 exams." ], "data_mentioned": [ "2020-09-21", "2020-10-20", "13th December 2018", "13 August 2019", "25 pages", "4 documents", "Section 8 (3) (c)", "1481505" ], "exemptions_cited": [ "Section 8(3)(c) of the Freedom of Information Act (substantial compilation or collation)" ], "tables": [ { "headers": [ "JPD Network Meeting Record", "", "" ], "rows": [ [ "Term – Autumn 2019", "", "Subject – Art 14.10.19" ], [ "Agenda Item", "Discussion points", "Actions" ], [ "4. Attainment –\nFeedback from schools", "embarked on a discussion regarding attainment 2019.\nThe group felt satisfied with A level attainment this year,\nbut were exploring the option of moving to the WJEC\nboard.\nThere were significant improvements in CIE IGCSE Art in\nthree schools, but leaders struggled to articulate why that\nwas, and that marking and feedback still appeared quite\nrandom, with no solid conclusions or trends to work with.\nOverall, pupils in current Y10 and Y11 working on the\nWJEC course seemed generally happier and freer to go\nwith their creative instincts than the rather restrictive CIE\ncourse.", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "JPD Network Meeting Record", "", "" ], "rows": [ [ "Term – Autumn 2019", "", "Subject – Business Education 23.10.19" ], [ "Agenda Item", "Discussion points", "Actions" ], [ "4. Attainment –\nFeedback from schools", "welcomed positive outcomes across Business\nEducation subjects at L2 and L3. The group discussed\ntheir experiences of examinations, re-marks and\nfeedback.\nGenerally, there is a feeling that although not entirely\nsatisfied with it, that CIE Business Studies is more\nestablished and outcomes are generally good. and\nothers felt it would be good to offer a L1 or alternative\ncourse for those pupils who will struggle to achieve a C\ngrade or above. All agreed that resources and funds were\ntight and prioritised for core subjects however.", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "JPD Network Meeting Record", "", "" ], "rows": [ [ "Term – Autumn 2019", "", "Subject – English 9.10.19" ], [ "Agenda Item", "Discussion points", "Actions" ], [ "3. Attainment –\nFeedback from schools", "commended the group on an excellent set of IGCSE\noutcomes for 2019 in English language.\nThe group were pleased but concerned about the\nimmediate future with the advent of a new spec, new\ngrade boundaries, and a subsequent lack of support\nmaterials/past papers etc. Leaders find it hard to report\nworking at grades, when they have little to go on in\nterms of exam board guidance.\nThe group felt resources for IGCSE English were rather\nsparse and shared either what they already had, or\npassed round CIE text containing past papers and\nguidance. asked if anyone had tried the ‘resource plus’\nsuite of materials from CIE. This paid for resource for\nEnglish language is available, and leaders made note of\nthis. will have it this year at CRHS and feedback to\nthe group on its utility.", "to feedback on ‘resource plus’ at the next meeting." ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "JPD Network Meeting Record", "", "" ], "rows": [ [ "Term – Autumn 2019", "", "Subject – Geography 17.10.19" ], [ "Agenda Item", "Discussion points", "Actions" ], [ "3. Attainment –\nFeedback from schools", "commended the group on positive GCSE and A level\noutcomes, both through CIE specifications.\nThe group felt paper 1 was an area for improvement,\nwith pupils generally doing poorer than on paper 2 and in\ncoursework.\nThe group would benefit from some general exam\nanalysis mechanism from CIE that would help them look\nat local and national trends with exam papers and\nindividual sections and questions within them.", "to ask why there is yet to be an exam analysis\nfunction within CIE Geography, and whether one will be\navailable soon." ], [ "4. Training and\nqualifications", "Feedback for CIE was given to\n- The coursework feedback from external\nmoderation is received far too late at present, and\nthe sample also. Could the feedback come back\nprior to September, so that schools can use it to\ninform the next year group’s coursework\ncompletion?\n- The October/November re-sit feels very early in\nthat our schools would have only around 7 weeks\nto work with pupils to prepare for resits.", "to pose questions to CIE" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "JPD Network Meeting Record", "", "" ], "rows": [ [ "Term – Autumn 2019", "", "Subject – Maths 7.10.19" ], [ "Agenda Item", "Discussion points", "Actions" ], [ "4. Attainment –\nFeedback from schools", "commended the group on an excellent set of Maths\noutcomes for 2019. In both CIE IGCSE and WJEC,\noutcomes were very high and this is testament to the\nhuge effort on the part of Maths teachers across the\nIsland.\nAs a point of comparison, the overall A*-C % for WJEC\nnationally was 49.8% - for IOM it was 69.8%. With CIE\nentries added, the overall A*-C pass rate was 73.4%.\ncommented on the success of using the WJEC\nfoundation paper for lower attainers. The impact is that\nthese pupils are able to attain a high L1 outcome that\nmight not have graded under CIE.", "" ] ], "row_count": 3, "col_count": 3 } ] }, { "case_id": 1482237, "title": "Assessment and setting of Year 9 pupils in Castle Rushen High School", "authority": "Department of Education, Sport and Culture", "date_received": "2020-09-22", "outcome": "Some information sent but not all held", "summary": "A request was made for detailed assessment and setting data for Year 9 pupils at Castle Rushen High School for September 2020. The Department of Education disclosed that the school uses a 'broad banding' system rather than rigid sets, providing class names and pupil counts, but withheld specific achievement levels and subject-specific setting details as they are not held in the requested format.", "key_facts": [ "Castle Rushen High School uses a 'broad banding' system for Year 9 pupils instead of rigid ability sets.", "Banding decisions were based on Key Stage 2 data, Year 7 levels, Year 8 tracking data, and professional consultation.", "Common band structures apply to English, Maths, Science, Languages, Humanities, Arts, and IT.", "Quest, PE, Games, and Technology are exceptions where grouping is influenced by practicalities and health and safety.", "Specific upper, lower, and median achievement levels for each set were not provided as the data is not held in that format." ], "data_mentioned": [ "2020-09-22", "2020-10-19", "1482237", "9 Atlas – 29", "9 Selene – 12", "9 Typhon – 12", "9 Nike – 29", "9 Hera – 20", "9 Plutus – 14", "section 8 (3) of the Freedom of Information Act 2015" ], "exemptions_cited": [ "Information not held or cannot be found after reasonable steps", "Data not held in the format requested (Section 8(3) of the Freedom of Information Act 2015)" ], "tables": [ { "headers": [ "Year 9 Band", "Number of Pupils" ], "rows": [ [ "9 Atlas", "29" ], [ "9 Selene", "12" ], [ "9 Typhon", "12" ], [ "9 Nike", "29" ], [ "9 Hera", "20" ], [ "9 Plutus", "14" ] ], "row_count": 6, "col_count": 2 } ] }, { "case_id": 1501165, "title": "Beamans Report -School Governors and Student Behaviour", "authority": "Department of Education, Sport and Culture", "date_received": "2020-10-05", "outcome": "Some information sent but not all held", "summary": "The request sought information on effective school governing bodies and student behaviour reports from the Beamans Review. The Department of Education provided data on governor numbers and the 2019 behaviour report (with redactions) but confirmed it did not hold information on specific 'notable exception' governing bodies or related email correspondence.", "key_facts": [ "The Department does not hold information identifying the 'notable exceptions' of governing bodies mentioned in the Beamans Report.", "Information on the number of governors per school broken down by category was provided.", "A copy of the 2019 student behaviour report was provided but contained redacted personal information.", "No email correspondence between the Department and schools regarding the behaviour report was found in Department records.", "Schools were contacted to verify email correspondence, with most confirming none existed." ], "data_mentioned": [ "2020-10-05", "2020-10-30", "3 November 2020", "Friday 6th November", "page 53", "Page 110", "2019", "section 25", "Article 5", "Article 6", "case_id: 1501165", "96 pages", "3 documents" ], "exemptions_cited": [ "Section 25 of the Freedom of Information Act (absolutely exempt personal information)", "Article 5 of the General Data Protection Regulation (data protection principles)", "Article 6 of the General Data Protection Regulation (conditions for lawful processing)" ], "tables": [ { "headers": [ "Primary School", "Education Council Member", "Co-opted Governor", "Parent Governor", "Teacher Governor", "Chair of Governors", "ESOS Special Needs Governors", "MV Appointee", "Church Warden Representative", "PCC Representative" ], "rows": [ [ "", "1", "1", "1", "1", "", "", "", "", "" ], [ "Andreas", "1", "2", "1", "1", "", "", "", "", "" ], [ "Arbory", "1", "3", "1", "1", "", "", "", "", "" ], [ "Ashley Hill", "1", "1", "1", "1", "1", "", "", "", "" ], [ "Ballacottier", "1", "2", "1", "1", "", "", "", "", "" ], [ "Ballasalla", "1", "1", "1", "1", "", "", "", "", "" ], [ "Ballaugh", "1", "1", "1", "1", "", "", "", "", "" ], [ "Braddan", "1", "2", "Vacant", "1", "", "", "", "", "" ], [ "Bunscoill Ghaelgagh", "1", "2", "Vacant", "1", "1", "", "1", "", "" ], [ "Bunscoill Rhumsaa", "1", "1", "1", "1", "1", "", "", "", "" ], [ "Cronk y Berry", "1", "2", "1", "1", "", "", "", "", "" ], [ "Dhoon", "1", "1", "1", "1", "", "", "", "", "" ], [ "Henry Bloom Noble", "1", "3", "Currently recruiting", "1", "", "", "", "", "" ], [ "Foxdale", "1", "1", "1", "Vacant", "", "", "", "", "" ], [ "Jurby", "1", "2", "1", "1", "", "", "", "", "" ], [ "Kewaigue", "1", "1", "1", "1", "", "", "", "", "" ], [ "Laxey", "1", "Currently recruiting", "1", "1", "", "", "", "", "" ], [ "Manor Park", "1", "1", "1", "1", "", "", "", "", "" ], [ "Marown", "1", "2", "1", "1", "1", "", "", "", "" ], [ "Michael", "1", "1", "Vacant", "1", "1", "", "", "", "" ], [ "Onchan", "1", "2", "1", "1", "", "", "", "", "" ], [ "Peel Clothworkers", "1", "1", "1", "1", "", "", "", "", "" ], [ "Rushen", "1", "1", "Vacant", "1", "1", "", "", "", "" ], [ "Scoill Phurt le Morirrey", "1", "2", "1", "1", "", "", "", "", "" ], [ "Scoill yn Jubilee", "1", "3", "1", "1", "", "", "", "", "" ], [ "Scoill Vallajeelt", "1", "Vacant", "Vacant", "1", "", "", "", "", "" ], [ "St Johns", "1", "1", "1", "1", "", "", "", "", "" ], [ "St Marys RC", "1", "Vacant", "1", "1", "", "", "", "1", "" ], [ "St Thomas CofE", "1", "Vacant", "1", "1", "1", "", "", "1", "1" ], [ "Sulby", "1", "1", "1", "1", "1", "", "", "", "" ], [ "Victoria Road", "1", "1", "1", "1", "1", "1", "", "", "" ], [ "Willaston", "1", "1", "1", "1", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "" ], [ "Secondary School", "Education Council Member", "Co-opted Governor", "Parent Governor", "Teacher Governor", "Support Staff Governor", "", "", "", "" ], [ "Ballakermeen", "2", "1", "2", "1", "", "", "", "", "" ], [ "Castle Rushen", "2", "1", "1", "1", "", "", "", "", "" ], [ "Queen Elizabeth II", "2", "2", "1", "1", "1", "", "", "", "" ], [ "Ramsey Grammar", "2", "Vacant", "1", "1", "1", "", "", "", "" ], [ "St Ninian's", "2", "2", "1", "1", "1", "", "", "", "" ] ], "row_count": 39, "col_count": 10 }, { "headers": [ "Links between school exclusion and offending behaviour later in life (Scotland)" ], "rows": [ [ "The cost of exclusion can be seen here in terms of wellbeing, attainment and later offending behaviour," ], [ "with recognition that the negative impact of exclusion is cumulative. Children and young people can often" ], [ "become involved in a negative cycle of exclusion and non-attendance which are very likely to reduce social" ], [ "capital and significantly impact on later life chances." ], [ "Research on the links between exclusion and anti-social/offending behaviour (Scotland)" ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "• A study of the pathways leading to offending of 125 young people in Polmont Young Offenders" ], "rows": [ [ "Institution found that at least 80% of the young people had been excluded from school.12" ], [ "• The overarching risk associated with children and young people permanently excluded from school" ], [ "was found to be social exclusion with associated risks including anti-social behaviour, crime, drug" ], [ "taking and suicide.13" ], [ "• Exclusion can be the first step to a life of social exclusion and addictions.14" ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "Based in part on the findings of such studies, the current approach to Youth Justice and preventing" ], "rows": [ [ "offending by young people in Scotland is based on prevention and early intervention with a focus on" ], [ "providing appropriate support to divert young people from offending, thereby minimising re-victimisation" ], [ "and improving their life chances and outcomes. The study in Polmont also emphasised a focus on" ], [ "promoting creative and individualised tailored approaches to learning for this group of young people, with a" ], [ "focus on a nurturing and supportive ethos." ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "Whilst the instances of expulsion from all forms of education on the Isle of Man is extremely rare, and" ], "rows": [ [ "perhaps not even legal, excluding a child permanently from a school is still an option which exists within" ], [ "current policy and legislation. Elsewhere, the Institute of Public Policy and Research (IPPR) has analysed" ], [ "data from various public services to map outcomes for excluded children. They found firstly, that" ], [ "educational outcomes are particularly poor, with only 1% of permanently excluded children achieving 5" ], [ "good GCSEs. Secondly," ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "£2.1 billion, in benefits, healthcare and criminal justice costs.21 The research acknowledges that in some" ], "rows": [ [ "cases, permanent exclusion is an appropriate and proportionate sanction, but that there exist numerous" ], [ "cases each year where expulsion from education is avoidable. The IPPR has stressed the need for agencies" ], [ "to work together to ensure the high cost of exclusion does not continue to rise." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "Almost all pupils are committed to their school community, are exceptionally proud of it, have a strong" ], "rows": [ [ "voice in decisions related to their learning and well-being and display leadership skills.23" ], [ "Moving on to the subject of isolation, whether internal/external, temporary, fixed, or permanent, Bennett" ], [ "precursors it all by stating" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "Rt Hon Robert Halfon MP said:" ], "rows": [ [ "\"Today, we face the scandal of ever-increasing numbers of children being excluded and being left" ], [ "abandoned to a forgotten part of our education system which too often fails to deliver good outcomes for" ], [ "these young people." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "Parents and pupils face a system which isn’t designed for their needs, too often being left to a Wild West of" ], "rows": [ [ "exclusions with too many pupils in AP who shouldn’t be there, and those who are there not receiving the" ], [ "right support or the early intervention needed to make a difference to their lives." ], [ "During our inquiry, we heard about outstanding provision and dedicated staff, and from pupils who are" ], [ "thriving in their alternative settings. However, as a Committee we are concerned that this is too variable –" ], [ "all pupils should be able to experience high quality provision that meets their needs and right to an" ], [ "education." ], [ "From the range of evidence we heard in our inquiry, it’s clear that reform is necessary to make sure that" ], [ "schools are accountable for these children.”" ] ], "row_count": 8, "col_count": 1 }, { "headers": [ "", "", "", "" ], "rows": [ [ "", "England 2016 (State funded Secondaries)", "", "IOM 2016 (5 Secondaries)" ], [ "", "Using data on Fixed Term Exclusions (FTE)", "", "Using data on Suspensions" ], [ "", "", "", "" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "", "", "", "" ], "rows": [ [ "", "The highest proportion of fixed term exclusions", "", "The highest proportion of suspensions (49 per cent)" ], [ "", "(45.7 per cent) lasted for only one day. Only 13.3", "", "lasted for 2 days. 16 per cent of suspensions" ], [ "", "per cent of fixed period exclusions lasted for one", "", "lasted for 4 days or longer." ], [ "", "week or longer.", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "", "A total of 3408 Schools issued a total of 270,135", "", "A total of 5 Secondary schools issued a total of" ], [ "", "fixed term exclusions. The average number of FTE", "", "981.5 Suspension days. The average number of" ], [ "", "per school was 79.3 in that year.", "", "suspension days per school was 196.3 in that year." ], [ "", "", "", "" ], [ "", "", "", "" ], [ "", "Overall FTE rate for all state funded Secondaries per", "", "Overall Suspensions rate for all 5 Secondary schools" ], [ "", "No on roll was 8.46% (North West 8.67%, Inner", "", "per No on roll was 18.7%" ], [ "", "London 7.84%, Outer London 6.38%)", "", "" ], [ "", "", "", "" ] ], "row_count": 15, "col_count": 4 }, { "headers": [ "Verbal abuse of a member of staff", "1.9" ], "rows": [ [ "Persistent disruptive behaviour", "1.8" ], [ "Behaviour injurious or dangerous to self/others", "2.2" ], [ "Non-compliance", "2" ], [ "Physical assault against a pupil", "2.6" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "", "", "", "", "", "" ], "rows": [ [ "", "Category", "", "", "No of suspensions", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "Looked After Children", "", "", "5", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "Children on Child Protection plans", "", "", "5", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "Children with Early help and Support (EHAS)", "", "", "2", "" ], [ "", "", "", "", "", "" ] ], "row_count": 11, "col_count": 6 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "Total No of", "", "No of suspended\nchildren with SEN", "", "", "", "% of all", "", "", "No of suspension", "" ], [ "", "suspensions", "", "", "", "", "", "suspended", "", "", "days (Children", "" ], [ "", "(Secondary)", "", "", "", "", "", "children with SEN", "", "", "with SEN)", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "98", "", "", "56", "", "", "57%", "", "", "105.5", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 7, "col_count": 12 }, { "headers": [ "" ], "rows": [ [ "The Department for Education figures show a 15% rise in the number of pupils expelled from state schools" ], [ "between 2015-6 and 2016-7, from 6,685 to 7,720." ], [ "The expulsion rate is low overall, however, with 0.1% of pupils affected, up from 0.08% the previous year." ], [ "The statistics show 83% of permanent exclusions occurred in Secondary schools. This is a rate of about 20" ], [ "pupils per 10,000." ], [ "Persistent disruptive behaviour was by far the most common reason for permanent exclusions and the" ], [ "category with the most growth." ], [ "Fixed term exclusions are also up from 339,360 to 381,865 over the same period (Illustrated in graphs 8" ], [ "and 9)" ] ], "row_count": 9, "col_count": 1 }, { "headers": [ "Graph 8 – Fixed period exclusions (England 2012/13 – 2016/17)" ], "rows": [ [ "" ], [ "Graph 9 – Rates of Fixed Period Exclusions (England) 2006/07 – 2016/17" ], [ "" ], [ "In terms of reasons for fixed exclusions/suspensions (chart 10), the overriding comparison between" ], [ "England and the IOM is with the extent of disruptive behaviour as an ongoing cause of pupils being" ], [ "removed." ], [ "" ], [ "" ], [ "" ], [ "" ] ], "row_count": 10, "col_count": 1 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "No of state maintained", "", "Pupils on roll", "", "", "", "Total Suspensions", "", "% of suspensions" ], [ "", "", "", "", "Secondary schools", "", "", "", "", "", "2016-17", "", "per pupils on roll" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "Northern", "", "199", "", "", "140,550", "", "", "6805", "", "", "4.8%" ], [ "", "Ireland", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "IOM", "", "", "5", "", "", "5246", "", "", "619", "", "11.8%" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 10, "col_count": 13 }, { "headers": [ "E4L Principle of ‘Personalised learning’ – Personalised learning begins with an in depth understanding of" ], "rows": [ [ "each learner’s needs, interests and abilities and then seeks to provide responsive, relevant and challenging" ], [ "opportunities that support them as they progress through their learning journey. It will enhance" ], [ "opportunities for choice, provide flexible pathways and increase engagement with parents and carers" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "With the absence of any specialist schools or PRUs on the Island, schools are structurally inclusive of all" ], "rows": [ [ "pupils, and are supported by the Department’s Inclusion and Safeguarding division in all matters relating to" ], [ "pupils with additional or complex needs. Schools and the ESC work together to plan and coordinate" ], [ "appropriate pathways for all pupils, and arrange some alternative provision for pupils who are not able to" ], [ "access all or part of a mainstream curriculum." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "In order to assess how far school behaviour policies contributed to the rise in the rate of suspensions" ], "rows": [ [ "between 2013-2017, and where Isle of Man schools position their practice with regards approaches to" ], [ "behaviour management outlined previously, it is necessary to compare policies across the 5 schools (Figure" ], [ "6)." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "Policy seeks to ‘deal" ], "rows": [ [ "with’ poor behaviour" ], [ "promptly, whilst also" ], [ "establishing strong" ], [ "long-term relationships" ], [ "between staff and" ], [ "pupils." ] ], "row_count": 6, "col_count": 1 }, { "headers": [ "Case Study example 2 – (IOM Primary) Willaston Primary School – Behaviour Blueprint", "", "", "" ], "rows": [ [ "Values", "We expect all adults to", "", "Over and above recognition" ], [ "- Fair\n- Respect\n- Safe", "- Greet every child as you meet them,\nand say a positive goodbye\n- Be calm, consistent and fair\n- Be relentlessly bothered\n- Presume the best and listen\n- Catch children “doing it right”\n- Respect every child\n- Smile", "", "- Text home\n- Positive post\n- Hot chocolate Friday" ], [ "Stepped sanctions in Private\n1. Reminder/support - “I’ve noticed you need some\nhelp…” (identify value)\n2. Repeat reminder - reinforce specific value “I’ve\nnoticed that …(link back to value) by…..” Use micro\nscript.\n3. Space - “I’d like you to take your learning to (your\nbuddy classroom). Bring your learning back to me at….”\nReceiving adult - acknowledge the child, do not\ndiscuss behaviour\n4. Restorative conversation this is to be carried out with\nthe initial adult as soon as possible\n5. If child refuses or behaviour persists in buddy\nclassroom, repeat above and ask child to\nhave some space in Viking.", "", "Restorative Questions\n• What happened?\n• What were you thinking when it happened?\n• What did you feel inside when it happened?\n• How are you now?\n• Who else has been affected?\n• What do you need to feel better?\n• What needs to happen to put things right?", "" ], [ "Relentless Routines\nAll staff to be mindful of:\nHow we move through school\nEnsure the start and end of every day is caring and positive. Finish at 3.15pm.\nRespecting environment", "", "", "" ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "", "the exclusion of a boy with Autism (February 2016) was actually" ], "rows": [ [ "unlawful. Aggressive behaviour linked to Autism is not covered by the UK 2010 Equality act, and children", "" ], [ "who display such behaviour are therefore not treated as ‘disabled’ and are barred from appealing school", "" ], [ "exclusion. The judge for the case, which was funded by the Equality and Human Rights Commission,", "" ], [ "concluded that:", "" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "Inclusion is an approach to the curriculum that values all pupils equally and aims to increase participation" ], "rows": [ [ "by reducing barriers to learning. Inclusion recognises the rights of all learners to an appropriate" ], [ "educational environment that meets their learning needs and celebrates diversity as an integral and" ], [ "fundamental part of the learning community." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "All Isle of Man Secondary schools seek to uphold the values and principles of E4L and evidence levels of" ], "rows": [ [ "inclusive practice against SSRE descriptors. There does, however, when data in section two is taken into" ], [ "account, appear to exist a disconnect between values and current practice with regards the exclusion of" ], [ "some pupils from the learning process over a five year period." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "Much of the language contained within the Island’s approach to education would compare favourably with" ], "rows": [ [ "the UN’s global sustainable development goal for inclusion in education. Clear references to ‘lifelong" ], [ "learning’, an ‘equitable and inclusive’ education for all and a commitment to a shared set of values and" ], [ "beliefs are very much in keeping with E4L. There is a danger however, that some Island Secondary" ], [ "schools, either in their policy or practice with regards behaviour management, have in the past presented a" ], [ "very different reality with regards educational inclusion. Encouragingly, this picture is changing." ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "working for two years to come up with a common set of values to help school leaders navigate what the" ], "rows": [ [ "describe as an education “moral maze”, in which behaviour can be driven by a preoccupation with" ], [ "results.72 The Association of School and College Leaders (ASCL), who helped set up the commission, has" ], [ "invited a hundred schools to trial a common values framework, with an ethics forum, meeting several times" ], [ "a year. The forum will consider the sort of dilemmas leaders face, in the context of the" ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "leadership – to which the commission has added the personal characteristics of trust, wisdom, kindness," ], "rows": [ [ "justice, service, courage and optimism. This is already having an impact, with the Chief Inspector of" ], [ "Schools, Amanda Spielman, a member of the commission, announcing wholesale changes to the Ofsted" ], [ "framework which appear to signal the acknowledgement of a broader definition of the quality of education." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "1. Focus on the quality of form-time and tutors – it affects all pupil outcomes especially attendance." ], "rows": [ [ "2. Avoid streaming and minimise setting in key stage 3. Research is unambiguous that streaming" ], [ "doesn’t improve academic outcomes, but can worsen behaviour for bottom streams." ], [ "3. Ensure that any setting that does take place is organised as fairly as possible to avoid any hint of" ], [ "streaming." ], [ "4. Develop a strong \"house\" system and involve all teaching and support staff. Link it to tutor groups" ], [ "with competitive team outcomes for attendance, behaviour and agreed extra-curricular activities as" ], [ "well as the academic. Focus pastoral responsibility on house or year leadership." ], [ "5. Identify on entry those whom primary schools say are least likely to cope with Secondary school." ], [ "The SLT could adopt three each and have two conversations a week with them in the corridors at" ], [ "break and lunch time." ], [ "6. Staff on break and lunch duty should have several \"positive\" conversations with different pupils" ], [ "each time. If pupils haven’t got a worthwhile relationship with at least one adult they aren’t really at" ], [ "school." ], [ "7. Create a coherent rationale for a \"second timetable\" to cover the one-off days and weeks when the" ], [ "main timetable is suspended: include at least one residential experience in it. Make sure the" ], [ "vulnerable take part." ], [ "8. Make sure awards assemblies and evenings celebrate a wide range of contributions and" ], [ "achievements, not just the academic. Instead of asking, how intelligent is this pupil, ask how is this" ], [ "pupil intelligent?" ], [ "9. When it comes to the sanctions system have as many levels as possible before it gets to the" ], [ "ultimate \"exclusion\". Include \"community service in and out of school\" as an option before exclusion" ], [ "and involve parents and guardians early." ] ], "row_count": 22, "col_count": 1 }, { "headers": [ "Clearly, education has moved on somewhat from the days of corporal punishment, but a similar transition" ], "rows": [ [ "is now being suggested by many. The transition from a low or zero tolerance approach to behaviour, to" ], [ "one which values and includes all children, not just those who comply with sets of codified rules. School" ], [ "leaders on the Isle of Man have an opportunity to pursue positive consistency with regards behaviour, in" ], [ "the face of some English schools and academy trusts who have actively pursued the opposite, namely a" ], [ "‘flattening of the grass’ where pupils are routinely herded into large spaces with a few unfortunate pupils" ], [ "singled out by leadership and disproportionately sanctioned to make a statement.76" ], [ "In Summary, leadership is very much the key to ensuring pupils on the margins of mainstream education" ], [ "achieve and are happy in their education. Leaders and their school staff face the challenge of delivering" ], [ "success, and in a way that acknowledges their educational, and also moral and ethical duty of care for" ], [ "wider achievement and well-being of pupils. This review would encourage leaders to go about this sizeable" ] ], "row_count": 10, "col_count": 1 }, { "headers": [ "", "Teacher, Trainer, Facilitator, Performer and former Secondary school teacher" ], "rows": [ [ "who has, amongst many other things, co-founded a Street Theatre company. He has worked in a multitude of", "" ], [ "educational settings, with a whole range of different learners, from the highly motivated, to the most", "" ], [ "challenging and layered pupils. He delivers training on Behaviour, Teacher as Performer, Restorative Approaches", "" ], [ "and Learner Engagement.", "" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "This is led by Dean Beadle who has toured the UK for ten years sharing his experiences of life on the Autism" ], "rows": [ [ "spectrum and the positive outlook he takes on his diagnosis. He is also an experienced journalist, having been" ], [ "published in local, regional, national and international publications. Dean will outline what educational" ], [ "strategies worked for him as well as which approaches were less effective. The key message of his" ], [ "presentation is that strong adult-child relationships are the key to everything." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "The Solihull Approach Parenting Group (also known as ‘Understanding Your Child’s Behaviour’) is a" ], "rows": [ [ "universal parenting intervention for any parent with a child between the ages of 0 and 18. Parents attend" ], [ "ten weekly two-hour sessions for groups of twelve parents. Parents identify personal goals and the" ], [ "strategies that will help achieve them, reflect on their child’s behaviour and their relationship with their" ], [ "child." ], [ "The Solihull Approach emphasises containment, reciprocity and behaviour management. The programme" ], [ "begins with a home visit, where parents are expected to identify personal goals. Parents then monitor their" ], [ "progress in relation to the goals originally identified at the first home visit. Parents can be signposted into" ], [ "more intensive programmes if it is felt that their needs are not being met. Leaders like Jackie Ward, who" ], [ "have run with Solihull have praised its ability to ‘understand the issues children are facing and to know that" ], [ "nurturing adults have the power to reverse some of the damage done by poor early nurturing experiences’" ], [ "(Ward, 2018)." ], [ "A review conducted for the Early Intervention Foundation’s (EIF) ‘Foundations for Life’ assessment, which" ], [ "looked at seventy five programmes aimed at improving outcomes through positive parent-child" ], [ "interactions, found that the Solihull Approach delivered positive outcomes in terms of preventing crime," ], [ "violence and antisocial behaviour, at a relatively low cost. A further outcome was reduced anxiety for" ], [ "children in terms of interactions with parents and school.83" ], [ "On the Isle of Man, this approach has been used in the past with several schools. They reported that" ], [ "where there is active parental engagement, the approach has been successful in building more positive" ], [ "relationships with parents, and using existing school outreach workers, has led to tangible improvements in" ], [ "behaviour of pupils. The difficulty faced is often that parents do not wish to engage in something which" ], [ "they perceive as a stigma on their own parenting. One Douglas school in particular has made use of" ], [ "several sources of outreach and family support, and reported that this has worked most effectively because" ], [ "the individuals involved have a direct and enduring link with the local community, are well known, trusted" ], [ "and listened to.84 This interweaving of various levels of support is very much what Louise Riley refers to at" ] ], "row_count": 24, "col_count": 1 } ] }, { "case_id": 1522591, "title": "Mental Health Manager Training", "authority": "Isle of Man Post Office", "date_received": "2020-10-20", "outcome": "All information sent", "summary": "A Freedom of Information request was made to the Isle of Man Post Office regarding their mental health training for managers and support programs. The authority confirmed they offer their own training, disclosed that 24 managers completed it in the last three years, and detailed how staff are advised of available support.", "key_facts": [ "The Isle of Man Post Office offers mental health training specifically to its managers.", "24 managers successfully completed the mental health training in the last 3 years.", "Staff are advised of mental health support via posters, weekly bulletins, and specific leaflets sent during lockdown.", "IOMPO operates its own mental health support programme rather than following Royal Mail.", "The HR Department coordinated external training providers for the manager training, while the Board holds overall Health and Safety responsibility." ], "data_mentioned": [ "24", "last 3 years", "2020-10-20", "2020-11-12", "1522591" ], "exemptions_cited": [], "tables": [ { "headers": [ "Question", "Response" ], "rows": [ [ "1. Does IOMPO offer Mental Health Training to their Managers?", "Yes" ], [ "2. How many managers in the last 3 years have successfully completed the training?", "24" ], [ "3. Are staff members advised about the Mental Health support available?", "Yes – posters are at all sites, regular updates are included within the weekly staff bulletin and all employees were sent a Covid support leaflet to their home address at the onset of lockdown." ], [ "4. Does the IOMPO operate its own Mental Health support programme in the organisation OR do they follow Royal Mail?", "IOMPO operates its own training, has mental health first aiders and access to external support facilities as appropriate" ], [ "5. Who within IOMPO is ultimately responsible for administering this key responsibility?", "IOMPO Board has delegated appropriate responsibilities for Health and Safety. This is covered within the IOMPO Health and Safety Policy. In relation to the specific responsibility of mental health training for managers referred to in question 1 above, the HR Department co-ordinated external training providers to deliver this training to managers." ] ], "row_count": 5, "col_count": 2 } ] }, { "case_id": 1559709, "title": "KS4 2019-20 Level 1 & 2 Qualification Attainment and Allied Data", "authority": "Department of Education, Sport and Culture", "date_received": "2020-11-16", "outcome": "Some information sent but not all held", "summary": "", "key_facts": [], "data_mentioned": [], "exemptions_cited": [], "tables": [ { "headers": [ "BHS", "259" ], "rows": [ [ "CRHS", "124" ], [ "QEII", "111" ], [ "RGS", "136" ], [ "SNHS", "195" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "BHS", "69.6%" ], "rows": [ [ "CRHS", "67.8%" ], [ "QEII", "78.4%" ], [ "RGS", "66.4%" ], [ "SNHS", "66.0%" ], [ "IOM", "69.2%" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "BHS", "56.0%" ], "rows": [ [ "CRHS", "32.0%" ], [ "QEII", 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qualification dates, list availability, and usage of managers for return-to-work interviews. The authority disclosed that all 24 managers trained in late 2018 via the Lisa Lowe Centre, confirmed the list is unpublished, and stated these managers conduct return-to-work interviews.", "key_facts": [ "The training provider was the Lisa Lowe Centre, now operating as Isle Listen.", "All 24 managers completed their training in October and November 2018.", "The list of trained managers is not published to staff.", "Line managers are responsible for conducting return-to-work interviews for long-term sick staff.", "The request was received on 17 November 2020 and closed on 25 November 2020." ], "data_mentioned": [ "24", "2017/18", "2018/19", "2019/20", "October 2018", "November 2018", "17 November 2020", "25 November 2020", "1563209", "1522591" ], "exemptions_cited": [], "tables": [ { "headers": [ "Question", "Response" ], "rows": [ [ "1. Can you confirm the training providers used?", "The Lisa Lowe Centre, Isle of Man (now operating as Isle Listen)" ], [ "2. A breakdown of how many of these 24 qualified in 2017/18, 2018/19, 2019/20?", "All 24 undertook training in October and November 2018" ], [ "3. Is the list of these managers that have successfully completed the training readily available to staff? and in what format is it available?", "The 24 who undertook the training are line managers. The list is not published." ], [ "4. Are these managers used when holding Return to Work interviews for staff long term sick? if not, why not?", "Yes, line managers are responsible for undertaking return to work interviews." ] ], "row_count": 4, "col_count": 2 } ] }, { "case_id": 1589793, "title": "IOM Primary Schools - Overweight and Obese Pupil Data", "authority": "Cabinet Office", "date_received": "2020-12-04", "outcome": "Some information sent but not all held", "summary": "The request sought BMI data for overweight and obese Reception pupils across Isle of Man primary schools for academic years 2015-16 through 2019-20, along with benchmarking data. The Cabinet Office disclosed detailed statistics for the 2015-16 and 2017-18 academic years but indicated that not all requested information was held.", "key_facts": [ "The request was redirected from the Department of Health and Social Care to Public Health within the Cabinet Office.", "Data was provided for Reception class pupils broken down by school and gender for 2015-16 and 2017-18.", "The response explicitly states that some information was not held, specifically regarding benchmarking against other jurisdictions and data for other year groups.", "Ballaugh school recorded the highest combined overweight and obese percentage (80.0%) for Reception pupils in 2015-16.", "Jurby school recorded 100.0% of male Reception pupils as overweight in 2015-16." ], "data_mentioned": [ "2015-2016", "2017-2018", "2018-19", "2019-20", "2016-17", "26th June 2018", "3rd December 2020", "4th December 2020", "2020-12-04", "2020-12-10", "80.0%", "100.0%", "22.8%", "43.8%", "Year R", "Year 6" ], 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"17.6%", "29.4%" ], [ "Scoill Vallajeelt", "Male 28.6%", "0.0%", "28.6%" ], [ "Scoill Vallajeelt", "ALL 19.4%", "9.7%", "29.0%" ], [ "St Johns", "Female 7.7%", "7.7%", "15.4%" ], [ "St Johns", "Male 25.0%", "0.0%", "25.0%" ], [ "St Johns", "ALL 14.3%", "4.8%", "19.0%" ], [ "St Mary's", "Female 8.3%", "20.8%", "29.2%" ], [ "St Mary's", "Male 3.6%", "10.7%", "14.3%" ], [ "St Mary's", "ALL 5.8%", "15.4%", "21.2%" ], [ "St Thomas", "Female 25.0%", "0.0%", "25.0%" ], [ "St Thomas", "Male 0.0%", "0.0%", "0.0%" ], [ "St Thomas", "ALL 16.7%", "0.0%", "16.7%" ], [ "Sulby", "Female 0.0%", "0.0%", "0.0%" ], [ "Sulby", "Male 37.5%", "25.0%", "62.5%" ], [ "Sulby", "ALL 16.7%", "11.1%", "27.8%" ], [ "Victoria Road", "Female 6.7%", "6.7%", "13.3%" ], [ "Victoria Road", "Male 25.0%", "4.2%", "29.2%" ], [ "Victoria Road", "ALL 17.9%", "5.1%", "23.1%" ], [ "Willaston", "Female 13.3%", "20.0%", "33.3%" ], [ "Willaston", "Male 7.7%", "23.1%", "30.8%" ], [ "Willaston", "ALL 10.7%", "21.4%", "32.1%" ] ], "row_count": 43, "col_count": 4 }, { "headers": [ "School", "Gender", "% Overweight", "% Obese", "% Overweight & Obese" ], "rows": [ [ "Anagh Coar", "Female", "40.0%", "20.0%", "60.0%" ], [ "Anagh Coar", "Male", "18.2%", "18.2%", "36.4%" ], [ "Anagh Coar", "ALL", "25.0%", "18.8%", "43.8%" ], [ "Andreas", "Female", "16.7%", "16.7%", "33.3%" ], [ "Andreas", "Male", "11.1%", "33.3%", "44.4%" ], [ "Andreas", "ALL", "13.3%", "26.7%", "40.0%" ], [ "Arbory", "Female", "7.1%", "0.0%", "7.1%" ], [ "Arbory", "Male", "28.6%", "0.0%", "28.6%" ], [ "Arbory", "ALL", "17.9%", "0.0%", "17.9%" ], [ "Ashley Hill", "Female", "29.4%", "0.0%", "29.4%" ], [ "Ashley Hill", "Male", "14.3%", "28.6%", "42.9%" ], [ "Ashley Hill", "ALL", "21.1%", "15.8%", "36.8%" ], [ "Ballacottier", "Female", "18.8%", "18.8%", "37.5%" ], [ "Ballacottier", "Male", "9.5%", "4.8%", "14.3%" ], [ "Ballacottier", "ALL", "13.5%", "10.8%", "24.3%" ], [ "Ballasalla", "Female", "18.2%", "0.0%", "18.2%" ], [ "Ballasalla", "Male", "16.7%", "16.7%", "33.3%" ], [ "Ballasalla", "ALL", "17.6%", "5.9%", "23.5%" ], [ "Ballaugh", "Female", "20.0%", "40.0%", "60.0%" ], [ "Ballaugh", "Male", "66.7%", "0.0%", "66.7%" ], [ "Ballaugh", "ALL", "45.5%", "18.2%", "63.6%" ], [ "Braddan", "Female", "0.0%", "11.1%", "11.1%" ], [ "Braddan", "Male", "21.4%", "7.1%", "28.6%" ], [ "Braddan", "ALL", "13.0%", "8.7%", "21.7%" ], [ "Bunscoill Ghaelgagh", "Female", "50.0%", "0.0%", "50.0%" ], [ "Bunscoill Ghaelgagh", "Male", "0.0%", "0.0%", "0.0%" ], [ "Bunscoill Ghaelgagh", "ALL", "28.6%", "0.0%", "28.6%" ], [ "Bunscoill Rhumsaa", "Female", "10.8%", "16.2%", "27.0%" ], [ "Bunscoill Rhumsaa", "Male", "17.5%", "12.5%", "30.0%" ], [ "Bunscoill Rhumsaa", "ALL", "14.3%", "14.3%", "28.6%" ], [ "Cronk Y Berry", "Female", "11.1%", "5.6%", "16.7%" ], [ "Cronk Y Berry", "Male", "10.3%", "6.9%", "17.2%" ], [ "Cronk Y Berry", "ALL", "10.6%", "6.4%", "17.0%" ], [ "Dhoon", "Female", "0.0%", "0.0%", "0.0%" ], [ "Dhoon", "Male", "50.0%", "0.0%", "50.0%" ], [ "Dhoon", "ALL", "33.3%", "0.0%", "33.3%" ], [ "Foxdale", "Female", "0.0%", "0.0%", "0.0%" ], [ "Foxdale", "Male", "0.0%", "16.7%", "16.7%" ], [ "Foxdale", "ALL", "0.0%", "14.3%", "14.3%" ], [ "Henry Bloom Noble", "Female", "20.0%", "5.0%", "25.0%" ], [ "Henry Bloom Noble", "Male", "12.1%", "12.1%", "24.2%" ], [ "Henry Bloom Noble", "ALL", "15.1%", "9.4%", "24.5%" ], [ "Jurby", "Female", "0.0%", "0.0%", "0.0%" ], [ "Jurby", "Male", "0.0%", "0.0%", "0.0%" ], [ "Jurby", "ALL", "0.0%", "0.0%", "0.0%" ], [ "Kewaigue", "Female", "22.2%", "11.1%", "33.3%" ], [ "Kewaigue", "Male", "0.0%", "20.0%", "20.0%" ], [ "Kewaigue", "ALL", "14.3%", "14.3%", "28.6%" ], [ "Laxey", "Female", "12.5%", "0.0%", "12.5%" ], [ "Laxey", "Male", "25.0%", "0.0%", "25.0%" ], [ "Laxey", "ALL", "18.8%", "0.0%", "18.8%" ], [ "Manor Park", "Female", "14.3%", "28.6%", "42.9%" ], [ "Manor Park", "Male", "20.0%", "20.0%", "40.0%" ], [ "Manor Park", "ALL", "16.7%", "25.0%", "41.7%" ] ], "row_count": 54, "col_count": 5 }, { "headers": [ "Marown", "Female", "7.7%", "0.0%", "7.7%" ], "rows": [ [ "Marown", "Male", "0.0%", "0.0%", "0.0%" ], [ "Marown", "ALL", "5.0%", "0.0%", "5.0%" ], [ "Michael", "Female", "0.0%", "0.0%", "0.0%" ], [ "Michael", "Male", "0.0%", "0.0%", "0.0%" ], [ "Michael", "ALL", "0.0%", "0.0%", "0.0%" ], [ "Onchan", "Female", "15.2%", "15.2%", "30.3%" ], [ "Onchan", "Male", "12.5%", "6.3%", "18.8%" ], [ "Onchan", "ALL", "13.8%", "10.8%", "24.6%" ], [ "Peel Clothworkers", "Female", "17.6%", "5.9%", "23.5%" ], [ "Peel Clothworkers", "Male", "20.6%", "8.8%", "29.4%" ], [ "Peel Clothworkers", "ALL", "19.1%", "7.4%", "26.5%" ], [ "Rushen", "Female", "0.0%", "15.4%", "15.4%" ], [ "Rushen", "Male", "14.3%", "7.1%", "21.4%" ], [ "Rushen", "ALL", "9.8%", "9.8%", "19.5%" ], [ "Scoill Phurt le Moirrey", "Female", "0.0%", "0.0%", "0.0%" ], [ "Scoill Phurt le Moirrey", "Male", "0.0%", "0.0%", "0.0%" ], [ "Scoill Phurt le Moirrey", "ALL", "0.0%", "0.0%", "0.0%" ], [ "Scoill Vallajeelt", "Female", "11.1%", "0.0%", "11.1%" ], [ "Scoill Vallajeelt", "Male", "0.0%", "0.0%", "0.0%" ], [ "Scoill Vallajeelt", "ALL", "4.5%", "0.0%", "4.5%" ], [ "Scoilll Yn Jubilee", "Female", "19.2%", "7.7%", "26.9%" ], [ "Scoilll Yn Jubilee", "Male", "10.0%", "10.0%", "20.0%" ], [ "Scoilll Yn Jubilee", "ALL", "15.2%", "8.7%", "23.9%" ], [ "St Johns", "Female", "33.3%", "0.0%", "33.3%" ], [ "St Johns", "Male", "30.0%", "0.0%", "30.0%" ], [ "St Johns", "ALL", "31.6%", "0.0%", "31.6%" ], [ "St Mary's", "Female", "15.8%", "21.1%", "36.8%" ], [ "St Mary's", "Male", "6.7%", "20.0%", "26.7%" ], [ "St Mary's", "ALL", "11.8%", "20.6%", "32.4%" ], [ "St Thomas", "Female", "0.0%", "0.0%", "0.0%" ], [ "St Thomas", "Male", "25.0%", "0.0%", "25.0%" ], [ "St Thomas", "ALL", "16.7%", "0.0%", "16.7%" ], [ "Sulby", "Female", "57.1%", "0.0%", "57.1%" ], [ "Sulby", "Male", "7.7%", "7.7%", "15.4%" ], [ "Sulby", "ALL", "25.0%", "5.0%", "30.0%" ], [ "Victoria Road", "Female", "16.7%", "11.1%", "27.8%" ], [ "Victoria Road", "Male", "33.3%", "6.7%", "40.0%" ], [ "Victoria Road", "ALL", "24.2%", "9.1%", "33.3%" ], [ "Willaston", "Female", "15.4%", "7.7%", "23.1%" ], [ "Willaston", "Male", "14.3%", "21.4%", "35.7%" ], [ "Willaston", "ALL", "14.8%", "14.8%", "29.6%" ], [ "All Schools", "ALL", "", "", "" ] ], "row_count": 42, "col_count": 5 }, { "headers": [ "Based on age - YEAR 18/19", "ALL", "4", "5", "6" ], "rows": [ [ "MALE", "% Total", "% Total", "% Total", "% Total" ], [ "Male Overweight", "15%", "8.0%", "6.9%", "0.3%" ], [ "Male Obese", "9%", "3.9%", "4.9%", "0.0%" ] ], "row_count": 3, "col_count": 5 }, { "headers": [ "Based on age - YEAR 18/19", "ALL", "4", "5" ], "rows": [ [ "FEMALE", "%", "%", "%" ], [ "Female Overweight", "13.4%", "9.2%", "4.2%" ], [ "Female Obese", "12.0%", "5.0%", "7.0%" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "BMI Reception 2015-2016", "", "Overweight", "", "", "Obese", "", "", "Overweight and obese combined", "", "", "" ], "rows": [ [ "School year and gender", "", "Prevalence", "Lower\nCI", "Upper\nCI", "Prevalence", "Lower\nCI", "Upper\nCI", "Prevalence", "Lower\nCI", "Upper\nCI", "Number\nmeasured" ], [ "Reception", "Boys", "13.1", "13.0", "13.2", "9.6", "9.5", "9.7", "22.7", "22.6", "22.9", "319,437" ], [ "", "Girls", "12.6", "12.4", "12.7", "9.0", "8.9", "9.1", "21.5", "21.4", "21.7", "305,889" ], [ "", "Both", "12.8", "12.7", "12.9", "9.3", "9.2", "9.4", "22.1", "22.0", "22.2", "625,326" ] ], "row_count": 4, "col_count": 12 }, { "headers": [ "BMI Reception 2016-2017", "", "Overweight", "", "", "Obese", "", "", "Overweight and obese combined", "", "", "" ], "rows": [ [ "School year and gender", "", "Prevalence", "Lower CI", "Upper CI", "Prevalence", "Lower CI", "Upper CI", "Prevalence", "Lower CI", "Upper CI", "Number\nmeasured" ], [ "Reception", "Boys", "13.1", "13.0", "13.3", "10.0", "9.9", "10.1", "23.2", "23.0", "23.3", "321,338" ], [ "", "Girls", "12.9", "12.8", "13.0", "9.2", "9.1", "9.3", "22.1", "21.9", "22.2", "308,021" ], [ "", "Both", "13.0", "12.9", "13.1", "9.6", "9.5", "9.7", "22.6", "22.5", "22.7", "629,359" ] ], "row_count": 4, "col_count": 12 }, { "headers": [ "BMI Reception 2017-2018", "", "Overweight", "", "", "", "Obese (including severely obese)", "", "", "", "Overweight and obese combined", "", "", "", "" ], "rows": [ [ "School year", "Sex", "Number", "Prevalence", "Lower CI", "Upper CI", "Number", "Prevalence", "Lower CI", "Upper CI", "Number", "Prevalence", "Lower CI", "Upper CI", "Number\nmeasured" ], [ "Reception", "Boys", "40,485", "13.0", "12.9", "13.1", "30,963", "9.9", "9.8", "10.0", "71,448", "22.9", "22.8", "23.1", "311,386" ], [ "", "Girls", "37,905", "12.7", "12.6", "12.8", "27,233", "9.1", "9.0", "9.2", "65,138", "21.8", "21.6", "21.9", "299,049" ], [ "", "Both", "78,390", "12.8", "12.8", "12.9", "58,196", "9.5", "9.5", "9.6", "136,586", "22.4", "22.3", "22.5", "610,435" ] ], "row_count": 4, "col_count": 15 }, { "headers": [ "BMI Reception 2018-2019", "", "Overweight", "", "", "", "Obese", "", "", "", "Overweight and obese combined", "", "", "", "" ], "rows": [ [ "School year", "Sex", "Number", "Prevalence", "Lower\nCI", "Upper\nCI", "Number", "Prevalence", "Lower\nCI", "Upper\nCI", "Number", "Prevalence", "Lower\nCI", "Upper\nCI", "Number\nmeasured" ], [ "Reception", "Boys", "39,692", "13.0", "12.9", "13.1", "30,407", "10.0", "9.9", "10.1", "70,099", "23.0", "22.8", "23.1", "304,820" ], [ "", "Girls", "37,459", "12.8", "12.7", "12.9", "27,462", "9.4", "9.3", "9.5", "64,921", "22.2", "22.0", "22.3", "292,992" ], [ "", "Both", "77,151", "12.9", "12.8", "13.0", "57,869", "9.7", "9.6", "9.8", "135,020", "22.6", "22.5", "22.7", "597,812" ] ], "row_count": 4, "col_count": 15 } ] }, { "case_id": 1590393, "title": "Pupil Behaviour and Suspensions IOM Secondary Schools", "authority": "Department of Education, Sport and Culture", "date_received": "2020-12-04", "outcome": "Some information sent but not all held", "summary": "The request sought detailed pupil suspension data for Isle of Man secondary schools from 2013 to 2019, including breakdowns by duration and reason. The Department of Education provided raw suspension day counts and duration statistics for all requested years but confirmed that suspension rates for 2017-2019 were not held.", "key_facts": [ "Suspension data was provided for five secondary schools: BHS, CRHS, QEII, RGS, and SNHS.", "The Department does not hold suspension rates for the years 2017, 2018, and 2019.", "Total suspension days for all secondary schools increased from 659 in 2013 to 1187 in 2017.", "Data for 2018 and 2019 was provided broken down by individual school.", "The response included specific counts for 1-day, 2-day, 3-day, and 4+ day suspensions." ], "data_mentioned": [ "659", "1187", "2013-2017", "2018", "2019", "445", "438", "146.5", "186", "2020-12-04", "2021-01-04" ], "exemptions_cited": [ "Information not held" ], "tables": [ { "headers": [ "IOM Overall Suspensions - Secondary", "", "" ], "rows": [ [ "Year", "2018", "2019" ], [ "BHS", "445", "438" ], [ "CRHS", "41", "30" ], [ "QEII", "52", "114.5" ], [ "RGS", "279.5", "185" ], [ "SNHS", "198", "184" ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "1 Day Suspensions (Secondary)", "", "", "", "", "" ], "rows": [ [ "Year", "2013", "2014", "2015", "2016", "2017" ], [ "BHS", "38.5", "55", "67", "60", "58" ], [ "CRHS", "16", "7", "28", "25.5", "20.5" ], [ "QEII", "33.5", "26.5", "24", "21", "39" ], [ "RGS", "0", "1", "63", "35.5", "1" ], [ "SNHS", "24", "13", "113", "55.5", "100" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "1 Day Suspensions (Secondary)", "", "" ], "rows": [ [ "Year", "2018", "2019" ], [ "BHS", "79", "95" ], [ "CRHS", "29", "10" ], [ "QEII", "20", "34.5" ], [ "RGS", "5.5", "4" ], [ "SNHS", "51", "40" ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "2 Day Suspensions (Secondary)", "", "", "", "", "" ], "rows": [ [ "Year", "2013", "2014", "2015", "2016", "2017" ], [ "BHS", "113.5", "173", "86", "180", "182" ], [ "CRHS", "25.5", "15", "34", "17.5", "24" ], [ "QEII", "6", "13.5", "22", "75.5", "27.5" ], [ "RGS", "72", "86", "100", "84.5", "126" ], [ "SNHS", "137.5", "90.5", "93", "125", "175" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "2 Day Suspensions (Secondary)", "", "" ], "rows": [ [ "Year", "2018", "2019" ], [ "BHS", "150", "118" ], [ "CRHS", "12", "10" ], [ "QEII", "24", "28" ], [ "RGS", "136", "96" ], [ "SNHS", "93", "76" ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "3 Day Suspensions (Secondary)", "", "", "", "", "" ], "rows": [ [ "Year", "2013", "2014", "2015", "2016", "2017" ], [ "BHS", "27", "84", "36", "57", "50.5" ], [ "CRHS", "3", "6", "12", "2.5", "12" ], [ "QEII", "6", "2.5", "24", "12", "12" ], [ "RGS", "0", "15", "24", "44", "48" ], [ "SNHS", "30", "12.5", "35", "29", "60.5" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "3 Day Suspensions (Secondary)", "", "" ], "rows": [ [ "Year", "2018", "2019" ], [ "BHS", "65.5", "39" ], [ "CRHS", "0", "0" ], [ "QEII", "3", "15" ], [ "RGS", "75", "27" ], [ "SNHS", "26", "32.5" ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "4+ Day Suspensions (Secondary)", "", "", "", "", "" ], "rows": [ [ "Year", "2013", "2014", "2015", "2016", "2017" ], [ "BHS", "55", "63", "48", "95", "144" ], [ "CRHS", "26", "8", "31", "14", "10" ], [ "QEII", "21", "15.5", "13.5", "28.5", "22.5" ], [ "RGS", "12", "0", "10", "11.5", "29" ], [ "SNHS", "9.5", "3.5", "16", "8", "45.5" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "4+ Day Suspensions (Secondary)", "", "" ], "rows": [ [ "Year", "2018", "2019" ], [ "BHS", "146.5", "186" ], [ "CRHS", "0", "5" ], [ "QEII", "5", "37" ], [ "RGS", "63", "51" ], [ "SNHS", "28", "35.5" ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "Year/Reason for Suspension", "2013", "2014", "2015", "2016", "2017" ], "rows": [ [ "Non-compliance", "56", "43", "72", "127", "112" ], [ "Physical assault against a pupil", "74", "56", "60", "95", "108" ], [ "Bringing the school into disrepute", "3", "8", "7", "6", "4" ], [ "Theft or attempted theft", "8", "2", "12", "6", "7" ], [ "Verbal abuse of a member of staff", "76", "72", "75", "82", "107" ], [ "Racist, sexist, homophobic, or other\ndiscriminatory language/behaviour", "2", "7", "5", "10", "1" ], [ "Persistent disruptive behaviour", "45", "30", "57", "55", "95" ], [ "Misuse of school or personal technology", "17", "6", "2", "11", "20" ] ], "row_count": 8, "col_count": 6 }, { "headers": [ "Verbal abuse against pupil/s", "3", "4", "1", "3", "7" ], "rows": [ [ "Behaviour injurious or dangerous to\nself/others", "40", "45", "59", "100", "100" ], [ "Alcohol, Drug or Smoking associated\nincident/s", "13", "8", "36", "21", "17" ], [ "Bullying", "2", "5", "4", "10", "10" ], [ "Activating fire alarm", "3", "1", "4", "0", "0" ], [ "Inappropriate behaviour - sexual", "2", "6", "2", "3", "2" ], [ "Physical assault against a member of staff", "3", "2", "2", "0", "3" ], [ "Inappropriate behaviour", "0", "1", "12", "8", "26" ] ], "row_count": 7, "col_count": 6 }, { "headers": [ "Reason for Suspension", "Overall % of total\nsuspensions in period" ], "rows": [ [ "Non-compliance", "18.6%" ], [ "Physical assault against a pupil", "17.8%" ], [ "Bringing the school into disrepute", "1.3%" ], [ "Theft or attempted theft", "1.6%" ], [ "Verbal abuse of a member of staff", "18.7%" ], [ "Racist, sexist, homophobic, or other discriminatory\nlanguage/behaviour", "1.1%" ], [ "Persistent disruptive behaviour", "12.8%" ], [ "Misuse of school or personal technology", "2.5%" ], [ "Verbal abuse against pupil/s", "0.8%" ], [ "Behaviour injurious or dangerous to self/others", "15.6%" ], [ "Alcohol, Drug or Smoking associated incident/s", "4.3%" ], [ "Bullying", "1.4%" ], [ "Activating fire alarm", "0.4%" ] ], "row_count": 13, "col_count": 2 } ] }, { "case_id": 1609781, "title": "High school student suspensions", "authority": "Department of Education, Sport and Culture", "date_received": "2020-12-17", "outcome": "Some information sent but not all held", "summary": "The request sought a detailed breakdown of high school student suspensions for physical assault over three years, including gender and police involvement. The Department of Education provided total suspension counts and durations per school but withheld gender breakdowns and police investigation data as this information was not held.", "key_facts": [ "The request covered the period from 2017 to 2019 for all Isle of Man high schools.", "Data was provided for five schools: Ballakermeen, Castle Rushen, Queen Elizabeth, Ramsey Grammar, and St Ninian's.", "The Department does not hold data on the gender of students suspended for physical assault.", "Information regarding whether assaults were investigated by the IOM Constabulary is not held by the Department or schools.", "The response cites Section 8(3) of the Freedom of Information Act 2015 to refuse creating or deriving information." ], "data_mentioned": [ "Ballakermeen High School: 48 suspensions in 2017, 43 in 2018, 38 in 2019", "Castle Rushen High School: 6 suspensions in 2017, 6 in 2018, 6 in 2019", "Queen Elizabeth High School: 19 suspensions in 2017, 8 in 2018, 13 in 2019", "Ramsey Grammar School: 16 suspensions in 2017, 7 in 2018, 7 in 2019", "St Ninian's High School: 53 suspensions in 2017, 25 in 2018, 16 in 2019", "Case reference: 1609781", "Request received: 2020-12-17", "Response date: 2021-01-14" ], "exemptions_cited": [ "Section 8(3) of the Freedom of Information Act 2015 (Information not held/creation of information)" ], "tables": [ { "headers": [ "", "2017", "", "2018", "", "2019", "" ], "rows": [ [ "", "Days", "Quantity", "Days", "Quantity", "Days", "Quantity" ], [ "Ballakermeen High School", "1", "10", "1", "11", "1", "19" ], [ "", "2", "25", "1.5", "1", "2", "13" ], [ "", "2.5", "1", "2", "13", "5", "2" ], [ "", "3", "5", "3", "6", "10", "4" ], [ "", "5", "5", "4", "2", "", "" ], [ "", "10", "2", "4.5", "1", "", "" ], [ "", "", "", "5", "8", "", "" ], [ "", "", "", "8", "1", "", "" ], [ "TOTAL", "", "48", "", "43", "", "38" ], [ "", "", "", "", "", "", "" ], [ "Castle Rushen High School", "1", "5", "1", "5", "1", "5" ], [ "", "2", "1", "2", "1", "5", "1" ], [ "TOTAL", "", "6", "", "6", "", "6" ], [ "", "", "", "", "", "", "" ], [ "Queen Elizabeth High School", "0.5", "1", "1", "2", "1", "3" ], [ "", "1", "11", "1.5", "2", "1.5", "6" ], [ "", "1.5", "2", "2", "4", "2", "2" ], [ "", "2", "2", "", "", "3", "1" ], [ "", "3", "2", "", "", "5", "1" ], [ "", "6", "1", "", "", "", "" ], [ "TOTAL", "", "19", "", "8", "", "13" ], [ "", "", "", "", "", "", "" ], [ "Ramsey Grammar School", "1", "9", "2", "5", "1", "2" ], [ "", "2", "6", "3", "2", "2", "5" ], [ "", "5", "1", "", "", "", "" ], [ "TOTAL", "", "16", "", "7", "", "7" ], [ "", "", "", "", "", "", "" ], [ "St Ninian's High School", "0.5", "10", "0.5", "1", "1", "9" ], [ "", "1", "13", "1", "10", "1.5", "1" ], [ "", "1.5", "16", "1.5", "3", "2", "5" ], [ "", "2", "8", "2", "6", "3", "1" ], [ "", "2.5", "3", "2.5", "1", "", "" ], [ "", "3", "3", "3", "4", "", "" ], [ "TOTAL", "", "53", "", "25", "", "16" ] ], "row_count": 35, "col_count": 7 } ] }, { "case_id": 1613509, "title": "IOM Schools Pupil Data 2020-21", "authority": "Department of Education, Sport and Culture", "date_received": "2020-12-23", "outcome": "Some information sent but part exempt", "summary": "The requester sought FSM, SEN, and EAL data for Isle of Man schools, receiving partial disclosure with EAL, FSM, and SEN counts provided, while percentage data was withheld as it was not held.", "key_facts": [ "The Department of Education, Sport and Culture responded to the request on 20 January 2021.", "Total EAL pupils across all listed schools was 744.", "Ballakermeen had the highest number of EAL pupils with 199.", "Percentage data for FSM, SEN, and EAL was not provided because the Department does not hold it in that format.", "School roll data was directed to an existing public PDF rather than provided directly in the response." ], "data_mentioned": [ "744", "199", "114", "54", "68", "42", "31", "2020-12-23", "2021-01-20", "1613509" ], "exemptions_cited": [ "Section 20 of the Act (information already reasonably accessible)", "Section 8(3) of the Freedom of Information Act 2015 (no requirement to create or derive information)" ], "tables": [ { "headers": [ "School", "Total EAL\nPupils" ], "rows": [ [ "Anagh Coar", "8" ], [ "Andreas", "0" ], [ "Arbory", "2" ], [ "Ashley Hill", "8" ], [ "Ballacottier", "18" ], [ "Ballasalla", "2" ], [ "Ballaugh", "0" ], [ "Braddan", "9" ], [ "Bunscoill Ghaelgagh", "0" ], [ "Cronk-Y-Berry", "31" ], [ "Dhoon", "0" ], [ "Henry Bloom Noble", "114" ], [ "Foxdale", "1" ], [ "Jurby", "0" ], [ "Kewaigue", "5" ], [ "Laxey", "7" ], [ "Manor Park", "1" ], [ "Marown", "0" ], [ "Michael", "0" ], [ "Scoill yn Jubilee", "37" ], [ "Onchan", "28" ], [ "Peel Clothworkers’", "30" ], [ "Rushen", "12" ], [ "Scoill Phurt Le\nMoirrey", "9" ], [ "Bunscoill Rhumsaa", "9" ], [ "Scoill Vallajeelt", "17" ], [ "St Johns", "1" ], [ "St Mary's", "54" ], [ "St Thomas’", "3" ], [ "Sulby", "3" ], [ "Victoria Road", "0" ], [ "Willaston", "6" ], [ "Ramsey Grammar", "12" ], [ "Queen Elizabeth II", "42" ], [ "Ballakermeen", "199" ], [ "Castle Rushen", "8" ], [ "St Ninian’s", "68" ], [ "", "" ], [ "Total", "744" ] ], "row_count": 39, "col_count": 2 }, { "headers": [ "Phase", "School", "School Action", "School Action Plus", "HLN (U)", "HLN (M)" ], "rows": [ [ "Pri", "Anagh Coar", "4", "12", "", "1" ], [ "Pri", "Andreas", "4", "4", "", "" ], [ "Pri", "Arbory", "14", "2", "", "1" ], [ "Pri", "Ashley Hill", "43", "8", "", "3" ], [ "Pri", "Ballacottier", "13", "5", "6", "7" ], [ "Pri", "Ballasalla", "14", "1", "", "3" ], [ "Pri", "Ballaugh", "", "", "", "" ], [ "Pri", "Braddan", "9", "1", "", "4" ], [ "Pri", "Bunscoill G", "6", "1", "", "" ], [ "Pri", "Cronk-y-Berry", "22", "20", "3", "5" ], [ "Pri", "Dhoon", "1", "1", "", "" ], [ "Pri", "Foxdale", "5", "4", "", "1" ], [ "Pri", "Henry Bloom Noble", "40", "15", "9", "10" ], [ "Pri", "Jubilee", "14", "16", "", "4" ], [ "Pri", "Jurby", "8", "3", "", "3" ], [ "Pri", "Kewaigue", "4", "4", "", "" ], [ "Pri", "Laxey", "6", "2", "", "" ], [ "Pri", "Manor Park", "5", "19", "", "1" ], [ "Pri", "Marown", "12", "1", "", "" ], [ "Pri", "Michael", "3", "7", "", "" ], [ "Pri", "Onchan", "69", "15", "6", "3" ], [ "Pri", "Peel Clothworkers'", "33", "4", "5", "4" ], [ "Pri", "Phurt le Moirrey", "7", "3", "5", "5" ], [ "Pri", "Rhumsaa", "39", "28", "9", "12" ], [ "Pri", "Rushen", "16", "14", "7", "2" ], [ "Pri", "St Johns", "12", "10", "3", "2" ], [ "Pri", "St Mary's", "17", "9", "", "" ], [ "Pri", "St Thomas'", "4", "", "", "" ], [ "Pri", "Sulby", "6", "1", "", "2" ], [ "Pri", "Vallajeelt", "5", "9", "", "6" ], [ "Pri", "Victoria Road", "16", "17", "", "8" ], [ "Pri", "Willaston", "21", "5", "", "3" ], [ "Sec", "Ballakermeen *", "153", "", "20", "38" ], [ "Sec", "Castle Rushen", "54", "52", "7", "28" ], [ "Sec", "Queen Elizabeth II", "47", "47", "7", "13" ], [ "Sec", "Ramsey Grammar", "53", "34", "10", "18" ], [ "Sec", "St Ninian's", "82", "61", "12", "34" ] ], "row_count": 37, "col_count": 6 } ] }, { "case_id": 1616473, "title": "online services", "authority": "Office of the Clerk of Tynwald", "date_received": "2020-12-30", "outcome": "Some information sent but not all held", "summary": "The request sought details on Tynwald building closures during the pandemic, the strategic importance of online services, and 36 months of website statistics for Hansard and legislation. The authority provided monthly website usage data from November 2017 to December 2020 and internal emails regarding missing legislative documents, but did not fully address the qualitative assessment of the digitization effort or specific physical visitor statistics.", "key_facts": [ "The Office of the Clerk of Tynwald released 65 pages across 3 documents in response to the request.", "Website statistics were provided for a 36-month period from November 2017 to December 2020.", "Internal emails from June 2017 discuss missing Government Circulars and Secondary Legislation instruments.", "The response outcome was classified as 'Some information sent but not all held'.", "The request specifically asked for clarification on the exact dates of physical closure and reopening of parliament buildings." ], "data_mentioned": [ "2020-12-30", "2021-01-26", "65 pages", "3 documents", "November 2017", "December 2020", "5,216 users (Nov-17)", "12,717 users (Jul-20)", "1992/20", "1992/22", "1992/80", "1992/420", "2012/480", "2012/505", "2012/506", "2012/707", "2015/103", "2016/140" ], "exemptions_cited": [], "tables": [ { "headers": [ "E\nP\nY\nT\nC\nO\nD", "Y\nA\nD", "H\nT\nN\nO\nM", "R\nA\nE\nY", "F\nE\nR", "E\nL\nT\nI\nT\nT\nF\nA\nR\nD" ], "rows": [ [ "GC", "", "", "1992", "0020", "" ], [ "GC", "", "", "1992", "0022", "" ], [ "GC", "", "", "1992", "0080", "" ], [ "GC", "", "", "1992", "0420", "" ], [ "SD", "", "", "2012", "0480\n0505\n0506\n0707", "" ], [ "SD", "", "", "2012", "", "" ], [ "SD", "", "", "2012", "", "" ], [ "SD", "", "", "2012", "", "" ], [ "SD", "", "", "2015", "0103", "" ], [ "SD", "", "", "2016", "0140", "" ] ], "row_count": 10, "col_count": 6 }, { "headers": [ "E\nL\nT\nI\nT", "D\nL S\nA S\nW E\nC\nN O\nY R\nT P", "E\nT\nA\nD\nS\nS\nE\nC\nO\nR\nP", "Y\nT\nI\nR\nO\nH\nT\nU\nA" ], "rows": [ [ "CUSTOMS WAREHOUSING REGULATIONS\n1991 (APPLICATION) ORDER 1992", "APPROVAL", "18/02/1992", "TREASURY" ], [ "FREE ZONE REGULATIONS 1991\n(APPLICATION) ORDER 1992", 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"", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "project was initiated to consolidate secondary legislation in its original form.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "• In 2014 an estimated 40,000 pieces of subordinate legislation had been identified and", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "the Office undertook a lengthy project to tracking down information for the older", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "pieces of legislation for publication on the Tynwald public website.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "• In 2017 a project was undertaken to access to a copy of sourced Statutory Documents", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "from 1993 to date on the website using date or key word search. As PDF documents,", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "these can be downloaded from the Tynwald website.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "o", "Up", "to", "1993,", "", "Government", "", "", "Circulars", "", "", "included", "", "statutory", "", "", "documents", "such", "", "as", "", "" ], [ "", "", "regulations,", "", "", "", "extra-statutory", "", "", "", "documents", "", "", "such", "as", "tax", "concessions,", "", "and", "public", "", "", "" ], [ "", "", "notices", "", "", "such", "as", "road", "closures.", "", "", "Government Circulars, from 1912 to 2020 are", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "available online.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "• In March 2020 a page listing all secondary legislation made under the Emergency", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Powers Act 1936, in response to the COVID-19 (coronavirus) pandemic, in its original", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "form.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "• The office is continuing to work with the Attorney General’s Chamber to publish all", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "pieces of secondary legislation listing the identified enabling power and legislation", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "subject for public access.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 17, "col_count": 23 } ] }, { "case_id": 1655645, "title": "Scoil Phurt le Moirrey School Improvement Plan and the School Vision", "authority": "Department of Education, Sport and Culture", "date_received": "2021-02-01", "outcome": "Some information sent but part exempt", "summary": "The requester asked for the School Improvement Plan and School Vision for Scoil Phurt le Moirrey for the past five years. The Department of Education, Sport and Culture provided the plans for academic years 2015/16 through 2019/20, noting that the vision is included within each plan, but redacted personal information.", "key_facts": [ "School Improvement Plans were released for the academic years 2015/16, 2016/17, 2017/18, 2018/19, and 2019/20.", "Each School Improvement Plan includes the school's vision statement.", "Personal information within the documents was redacted under Section 25 of the Freedom of Information Act.", "The response was issued on 24 February 2021 following a request received on 1 February 2021.", "The requester had previously been advised to contact the school directly before making this FOI request." ], "data_mentioned": [ "2015/16", "2016/17", "2017/18", "2018/19", "2019/20", "1 February 2021", "24 February 2021", "10th Dec 2020", "31 Jan 2021", "Section 25", "Article 5", "Article 6", "1655645" ], "exemptions_cited": [ "Section 25 of the Freedom of Information Act (absolutely exempt personal information)", "Data Protection principles under Article 5 of the General Data Protection Regulation", "Conditions for lawful processing under Article 6 of the GDPR" ], "tables": [ { "headers": [ "School Improvement Target 1: To create a shared vision for Scoill Phurt le Moirrey", "", "", "", "", "", "" ], "rows": [ [ "Objec1ve:\nTo provide a vision that has been agreed communally\nseNng goals and standards for the whole school.", "", "Priority Leaders:\nRedacted", "", "Overall Success Criteria\n•core values agreed and set\n•shared vision agreed\n•research groups organised and themes set with guiding ques;ons\n•research completed and presenta;ons given with recommenda;ons", "", "" ], [ "Key Objec1ve", "Ac1on Required", "Ac1on Leader", "Time Scale", "Resource\nImplica1ons", "Success Criteria", "Evalua1on and Review" ], [ "Start OUR Network\nprocess", "Colla;on of documenta;on to\nsend to Redacted", "Redact", "Early Sept\n2016", "None", "• inquiry probes iden;fied\nand selec;on made", "" ], [ "Phase 1 of OUR\nNetwork process\ncompleted", "Staff working together to\nagree communal ideas and a\nvision that can be researched.\nStaff sugges;ng and vo;ng for\ncore values for the school", "Redact\nAll staff", "By mid-Oct\n2016", "2 twilights", "• vision versions 1, 2, 3, 4\nand 5 completed\n• basic core values agreed", "" ], [ "Phase 2 of OUR\nNetwork process\ncompleted", "Senior Management Team\n(SMT) to work with Redactedto\ndevelop themes for research\ngroups\nStaff to be a part of the\ndecision making process for\ndeciding teams and respec;ve\nguiding ques;ons", "Redact\nAll staff", "By early Nov\n2016", "None", "• SMT agree themes and\nallocate statements\n• staff know which research\ngroup they are working in\nand what the theme is", "" ], [ "Phase 3 of OUR\nNetwork process\ncompleted", "Research groups meet and\nspend ;me answering their\nguiding ques;on.\nPresenta;ons wriQen on\nbehalf of all colleagues", "Redact\nAll staff", "By end July\n2017", "1/2 twilight/s\nPossible other\ndepending\nupon type of\nresearch\nundertaken", "• groups working\ncollabora;vely in an\norganised way\n• presenta;ons completed", "" ], [ "Phase 4 of OUR\nNetwork process\ncompleted", "Presenta;ons given to whole\nstaff with recommenda;ons\nmade clear.\nPlan of ac;on made regarding\nrecommenda;ons", "Redact\nAll staff", "Sept 2017", "None", "• presenta;ons considered\nby whole staff\n• recommenda;ons for\nimplementa;on voted on\nand agreed", "" ] ], "row_count": 7, "col_count": 7 }, { "headers": [ "School Improvement Target 2: To raise expecta;ons and aspira;on amongst teachers and pupils in order to have a posi;ve impact on levels of aQainment across the school.", "", "", "", "", "", "" ], "rows": [ [ "Objec1ve: To explore reasons for under-performance\niden;fied in data analysis and implement a system\nwhere all pupils are working towards aspira;onal\ntargets.", "", "Priority Leader\nRedacted", "", "Overall Success Criteria\n•data analysis undertaken at the start of the year, with ownership being accepted\nby class teachers\n•aspira;onal targets set for all pupils and regularly reviewed\n•robust Pupil Progress Mee;ngs (PPM) every half term with data analysis in Feb 17\n•core subject ac;on plans in place\n•end of year data analysis by class teachers\n•end of year data analysis by core subject leaders\n•staff meet performance management targets rela;ng to pupil progress", "", "" ], [ "Key Objec1ve", "Ac1on Required", "Ac1on Leader", "Time Scale", "Resource\nImplica1ons", "Success Criteria", "Evalua1on and Review" ], [ "Teachers to\nunderstand the whole\nschool posi;on\nregarding end of year\ndata for 2015/16.", "Teaching staff to take part in\ndiscussion about whole school\ncore subject data analysis.\nSubject leaders form ac;on\nplans", "Redacted", "Early Sept\n2016 and\nongoing", "INSET ;me\nPossible subject\nleader release\n;me", "•INSET data presenta;on\ndelivered\n•teacher understanding\nconfirmed through discussion\nand raising of ac;on points\n•ac;on plans wriQen and\nimplemented by subject\nleaders", "" ], [ "Class teachers to be\nwell informed to set\naspira;onal targets.", "Teachers to iden;fy strengths\nand areas for development for\nown class within core subject\nareas.\nIndividual targets to be set for\npupils reflec;ng plans for\nincreased achievement and\nhigher levels of aQainment.", "Redacted", "Sept 2016", "None", "•pupil groupings are made for\ncore subjects\n•class ;metables are set to\nallow for best use of\ncurriculum ;me\n•interven;ons are planned for\nindividuals and groups\n•targets are set for individual\npupils", "" ] ], "row_count": 4, "col_count": 7 }, { "headers": [ "Key Objec1ve", "Ac1on Required", "Ac1on Leader", "Time Scale", "Resource\nImplica1ons", "Success Criteria", "Evalua1on and Review" ], "rows": [ [ "To ensure pupils are\nmaking expected\nprogress. Iden;fy\nreasons for less than\nexpected progress\nand strategies to\naddress this.", "PPM to be held each half term\nfor every year group, including\nInjebreck pupils.\nGroup targets to be assessed\nat least every half term.", "Redacted\nTeachers", "Late Sept\n2016 and\nevery half\nterm to\nJune 2017", "Release ;me for\nteachers or staff\nmee;ng ;me", "•end of year target sheets and\ntarget data analysis sheets\nreflect high expecta;ons for all\npupils\n•PPM summary sheets contain\naccurate informa;on\npertaining to pupil\nperformance\n•pupils making expected\nprogress", "" ], [ "To ensure\nassessments are\naccurate and evidence\nbased", "Regular modera;on of\nassessment within core\nsubject areas.\nFounda;on Stage Modera;on\nvisits in October 2016 and\nJune 2017.", "Redacted\nFS modera;on\nteam", "Termly and\nongoing", "Release ;me for\nsubject leaders or\nstaff mee;ng\n;me\nFS teacher\nrelease ;me", "•modera;on ac;vi;es\niden;fied in subject leader\nac;on plans\n•teacher confidence in\nassessment of core subject\nlevels\n•teacher confidence in\nassessments at FS", "" ], [ "To assess school\nposi;on in core\nsubject areas with\nregard to levels of\naQainment", "Data analysis completed for\nEnglish, Maths and Science\nmid-year and end of year.\nAnalysis informa;on shared\nwith staff.", "Redacted", "Feb 2017\nJuly 2017", "Release ;me for\nsubject leaders\nstaff mee;ng\n;me", "•mid-year data analysis (Feb\nhalf term) shows a posi;ve\nimpact on levels of aQainment\n•end of year data analysis\n(2016/17) shows a posi;ve\nimpact on levels of aQainment\n•teacher understanding\nconfirmed through discussion\nand raising of ac;on points", "" ], [ "Accurate handover\ninforma;on to be\ncommunicated", "Handover mee;ngs to take\nplace between current and\nfuture teachers.", "Teachers", "July 2017", "Possible release\n;me for teachers", "•new teachers well informed of\nfuture pupils\n•target data analysis sheets give\nrelevant progress and\naQainment informa;on", "" ] ], "row_count": 4, "col_count": 7 }, { "headers": [ "School Improvement Target 3: To develop a shared understanding of AfL to ensure consistency of prac;ce and appropriate levels of challenge.", "", "", "", "", "", "" ], "rows": [ [ "Objec1ve: To develop Assessment for Learning prac;ce\nacross the school. All staff will understand and adhere to\nan AfL policy, which sets out the principles of consistent\nprac;ce within our school.", "", "Priority Leader\nRedacted", "", "Overall Success Criteria\n•development of an agreed AfL Policy\n•embedded and consistent use of AfL across the school\n•success criteria used as an integral part of everyday learning\n•feedback linked to next steps\n•pupils respond to ‘growth mindset’ challenge in their learning", "", "" ], [ "Key Objec1ve", "Ac1on Required", "Ac1on Leader", "Time\nScale", "Resource\nImplica1ons", "Success Criteria", "Evalua1on and Review" ], [ "Staff to have access to\nAfL training", "AfL training to be organised and\ndelivered.\nStaff to take part in training and\nmake required changes within\nday to day teaching and learning.\n10 principles of Assessment for\nLearning to be shared with staff.", "Redac\nPossible\nsupport from\nDEC", "Ongoing\nBy April\n2017", "Staff mee;ngs\nPossibly 1\ntwilight\nObserva;ons", "•staff aQend training\n•AfL prac;ces evident in\nobserva;ons and learning walks\n•pupil interviews reflect children\ncommen;ng on consistent AfL\nprac;ce\n•book scru;nies show evidence of\nAfL and feedback to pupils\n•posi;ve impact on staff aQainment\nof performance targets", "" ], [ "AfL Policy wriQen and\nagreed", "Research and evalua;on of AfL\npolicies and good prac;ce to\ninform our own policy.\nPolicy to be shared with staff for\ncomments and amendments at\ndifferent stages.", "Redact", "By end\nDec 2016", "None", "•whole staff contribu;on to AfL\nPolicy\n•AfL Policy to be considered as\nexpected prac;ce in school", "" ], [ "Success Criteria\ncommonly used in all\nclassrooms and in\nlearning opportuni;es\nthroughout the school", "Training on success criteria to be\ndelivered to staff.\nSharing of impact of success\ncriteria on pupil’s learning.", "Redact\nPossible\nsupport from\nDEC", "Ongoing\nBy July\n2017", "Staff mee;ngs", "•staff understand the importance of\nsuccess criteria to learning\n•success criteria evident in planning\ndocuments\n•success criteria evident in\nindependent learning\nopportuni;es and teacher-led\nlearning\n•posi;ve impact on staff aQainment\nof performance targets", "" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "School Improvement Target 1: We are developing an understanding of powerful learning for pupils and staff", "", "", "", "", "", "" ], "rows": [ [ "Objective:\nTo start to develop a whole school understanding of\n‘powerful learning’ through definition, collaboration\nand visual representation\nMental Models:\nWe are lifelong learners Everyone is a learner\nWe believe that learning happens anytime/anywhere", "", "Priority Leaders:\nRedacted", "", "Overall Success Criteria\n• the school community recognises the value of powerful learning\n• pupils and staff are starting to talk about powerful learning with common\nunderstanding\n• the power of learning is explicitly visual throughout the school\n• consistent learning language and practices are agreed and developed through\nthe school", "", "" ], [ "Key Objective", "Action Required", "Action\nLeader", "Time Scale", "Resource\nImplications", "Success Criteria", "Evaluation and Review" ], [ "", "• action plan created to develop AfL\ntraining for staff\n• training delivered", "Redacted", "Action plan\ncreated by\nDec 17", "Staff meeting/\nTwilight time\nPossible\nguest\nspeakers", "• AfL practice is consistent across\nthe school and strategies\ndeveloped through training are\nevident in classrooms", "" ], [ "", "• monitoring and evaluations\ntimetables for:\n- lesson observations\n- learning walks\n- pupil interviews\n- book scrutinies", "Redacted", "Monitoring\nand\nevaluation\ns to be\ncomplete\nby end\nJune 2018", "Staff release\ntime", "• there is evidence that the AfL\nPolicy is adhered to\n• there is evidence of AfL in all\nareas of learning across the\nschool\n• observations and learning walks\nshow that AfL has an impact on\npupil’s learning", "" ] ], "row_count": 4, "col_count": 7 }, { "headers": [ "School Improvement Target 2: We are a curious school", "", "", "", "", "", "" ], "rows": [ [ "Objective:\nTo develop curiosity and wonder within school\nMental Models:\nThere is wonder in everything\nBe curious - ask questions!\nExplore possibilities", "", "Priority Leader:\nRedacted\nOther Leaders:\nRedacted", "", "Overall Success Criteria\n• pupils and staff are passionate about the role ‘wonder’ plays in learning\n• curious objects are readily available and used within school\n• a dedicated curious room is a distinctive part of our school", "", "" ], [ "Key Objective", "Action Required", "Action Leader", "Time Scale", "Resource\nImplications", "Success Criteria", "Evaluation and Review" ], [ "To turn the ‘resource\nroom’ into a ‘curious\nroom’", "• detailed action plan for\ntimescales and work to\nbe undertaken\n• room made available for\nuse and classed as a\n‘curious room’\n• work to be undertaken to\nclear unnecessary items\nfrom the room and\nprepare it to be ‘curious’\n• items to be purchased,\nwhere necessary and\nstructural work completed", "Redacted", "Action plan\nby end\nNov 2017\nRoom\nestablishe\nd by 9th\nFeb 2018", "Staff\nmeetingStaff\nmeeting/Twilight\ntime\nBudget for work/\nobjects - see\naction plan", "• curious room established", "" ], [ "To utilise the\nexpertise of\nRedacted to\neffectively embed\nthe use of this within\nour existing\ncurriculum", "• develop a relationship\nwith Redacted\nthrough email and\npossible onsite visits\n• promote any ideas/\nunderstanding from Redacted\nwithin the school\ncommunity\n• encourage interaction by\nstaff for development of\nwonder and curiosity", "Redacted", "Aut Term\n2017", "Possible visit\ntime?", "• Redacted involved in the\ndevelopment of our school\n• influence of Redactedevident in\nschool\n• staff forge relationships with\nRedacted", "" ] ], "row_count": 4, "col_count": 7 }, { "headers": [ "School Improvement Target 3: School leaders promote the development of the school vision and support staff and pupils to embed core values, with\nexpectations for all to achieve their potential and beyond.", "", "", "", "", "", "" ], "rows": [ [ "Objective:\nTo improve the efficiency and effectiveness of the Senior\nLeadership Team\nMental Models:\nCollaboration is crucial Leaders support and\nencourage\nLeaders are learners We are all leaders", "", "Priority Leaders:\nRedacted\nOther Leaders:\nRedacted", "", "Overall Success Criteria\n• SLT establishes itself as a developing and improving part of the school\n• Commitment to being a good role model is paramount\n• Training and development for individuals and the team is implemented\n• Teamwork and distributed leadership is recognised and developed\n• School results improve", "", "" ], [ "Key Objective", "Action Required", "Action\nLeade\nr", "Time Scale", "Resource\nImplication\ns", "Success Criteria", "Evaluation and Review" ], [ "Leaders\npromote and\nsupport\nteachers in\ntaking\nownership of\nwhole school\nand class\nbased\ninformation to\nset\naspirational\ntargets for\npupils to\nachieve their\npotential and\nbeyond.", "• appropriate pupil progress objective is\nset as part of appraisal", "Redacted", "By end\nNovember\n2017", "Release\ntime for\nmeetings", "• appraisal process shows targets\nmet by teachers relating to pupil\nprogress", "" ], [ "", "• clarification for all staff of monitoring and\nevaluation requirements and why these\nare being done\n• monitoring and evaluation includes:\n- book scrutinies\n- lesson observations\n- planning scrutiny\n- data on Arbor\n- regular moderation to support\nconsistency of assessment", "Redacted", "By\nFebruary\n2018", "Release\ntime to\ncomplete\nmoderation\nand\nevaluation\ntimeline", "• monitoring and evaluation\narrangements show that\nassessment is robust and reliable\n• external reading and maths\nmoderation confirm good practice\n• Assessment and AfL Policies\nadhered to", "" ], [ "", "• continue to develop Talk4Writing\npractice across school", "Redacted", "Ongoing to\nthe end of\nJuly 2018", "Possible\nstaff\nmeeting\ntime", "• impact of T4W assessed and\nimprovements in writing visible in\ndata, particularly at KS2", "" ], [ "", "• through Pupil Progress Meetings and\nthe setting of aspirational targets, pupils\nare expected to achieve to their highest\npotential.", "Redacted", "Ongoing to\nthe end of\nJuly 2018", "Release\ntime for\nmeetings", "• improvement in GLD percentage at\nFoundation Stage\n• percentage of girls achieving L3+\nat end of KS1 in core subjects has\nimproved", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "To establish" ], "rows": [ [ "how" ], [ "leadership is" ], [ "viewed in" ], [ "school" ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "source feedback from pupils on how" ], "rows": [ [ "they view leadership:" ], [ "- pupil interviews" ], [ "- pupil surveys" ], [ "source feedback from staff on how they" ], [ "view leadership:" ], [ "- staff questionnaires/surveys" ], [ "- training/staff meeting feedback" ], [ "- comments on monitoring and" ], [ "evaluation arrangements" ], [ "ensure notes/minutes kept from SLT" ], [ "meetings" ] ], "row_count": 11, "col_count": 1 }, { "headers": [ "feedback from pupils shows that" ], "rows": [ [ "the leadership team promote good" ], [ "practice within the school" ], [ "staff feel that the leadership team is" ], [ "effective" ], [ "school community reflects that" ], [ "leaders motivate and inspire" ] ], "row_count": 6, "col_count": 1 }, { "headers": [ "job descriptions updated and" ], "rows": [ [ "agreed" ], [ "SIP completed with clear" ], [ "expectations of involvement and" ], [ "areas to lead" ], [ "‘Good practice within an effective" ], [ "leadership team’ document agreed" ], [ "evaluation of leadership structure" ] ], "row_count": 7, "col_count": 1 }, { "headers": [ "outlined in job description and other" ], "rows": [ [ "documents e.g. SIP" ], [ "regular leadership team meetings are" ], [ "timetabled with action points recorded" ], [ "develop a shared understanding" ], [ "amongst the team about effective senior" ], [ "leadership" ], [ "evaluate the leadership structure and" ], [ "consider any necessary changes for the" ], [ "future" ] ], "row_count": 9, "col_count": 1 }, { "headers": [ "SLT to self-evaluate training needs and" ], "rows": [ [ "seek out relevant personal and team" ], [ "opportunities" ], [ "co-ordinate suitable training" ], [ "opportunities (e.g. Insights) and timeline" ], [ "for members of SLT to attend training" ], [ "establish reflection time in SLT meeting" ], [ "timetable" ] ], "row_count": 7, "col_count": 1 }, { "headers": [ "leaders have undertaken training to" ], "rows": [ [ "develop a better team ethos" ], [ "leaders report that training has had" ], [ "a positive impact on their role" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "governors comment on and" ], "rows": [ [ "contribute to the attainment of SIP" ], [ "priorities - formal meetings in" ], [ "January/May/September 2018" ], [ "governors’ report received" ], [ "regarding School Council" ], [ "presentations for “Investing in" ], [ "Children”" ], [ "contribution to the monitoring" ], [ "process recorded and" ], [ "acknowledged" ], [ "record of governor training and" ], [ "development oportunities and the" ], [ "impact on the school" ], [ "contribution to the SSRE" ], [ "commentaries recorded and" ], [ "acknowledged" ] ], "row_count": 16, "col_count": 1 }, { "headers": [ "iden6fy specific responsibili6es, clearly" ], "rows": [ [ "outlined in job descrip6on and other" ], [ "documents e.g. SIP" ], [ "regular leadership team mee6ngs are" ], [ "6metabled" ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "job descrip6ons updated and agreed" ], "rows": [ [ "appraisal documents refer to" ], [ "leadership roles" ], [ "SIP completed with clear expecta6ons" ], [ "of involvement and areas to lead" ], [ "‘Good prac6ce within an effec6ve" ], [ "leadership team’ document agreed" ] ], "row_count": 6, "col_count": 1 }, { "headers": [ "SLT to self-evaluate training needs and seek" ], "rows": [ [ "out relevant personal and team" ], [ "opportuni6es" ], [ "co-ordinate suitable training opportuni6es" ], [ "(e.g. Insights) and 6meline for members of" ], [ "SLT to aMend training" ], [ "establish reflec6on 6me in SLT mee6ng" ], [ "6metable" ] ], "row_count": 7, "col_count": 1 }, { "headers": [ "leaders have undertaken training to" ], "rows": [ [ "develop a team ethos" ], [ "leaders report that training has had a" ], [ "posi6ve impact on their role" ], [ "reflec6on 6me evaluated for impact" ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "governors comment on and contribute" ], "rows": [ [ "to the aMainment of SIP priori6es -" ], [ "formal mee6ngs in January/May/" ], [ "September 2019" ], [ "governors’ ac6ons in obtaining" ], [ "evidence for “Inves6ng in Children”" ], [ "process" ], [ "contribu6on to the monitoring process" ], [ "recorded and acknowledged" ], [ "governor feedback on the impact of" ], [ "their training on the school" ], [ "contribu6on to the SSRE" ], [ "commentaries recorded and" ], [ "acknowledged" ] ], "row_count": 13, "col_count": 1 }, { "headers": [ "Reason for action 1: Continued development of learning for all involved in the school community to ensure that pupils and their families understand how we\nlearn at SPLM and why learning is important", "", "", "", "", "", "" ], "rows": [ [ "What we want to achieve by the end of\nthe school year:\nFor parents and pupils to be able to talk\nabout how we learn at SPLM and be\npositive about learning experiences and\nachievements", "", "Staff involved:\nRedacted\nSLT\nAll staff", "", "Impact on pupils:\n• the school community values learning\n• pupils understand themselves as learners and can talk about their learning at an age\nappropriate level\n• pupils believe they are powerful learners and are starting to share this in their wider lives", "", "" ], [ "Objective", "How will we get there?", "Who", "When", "What we\nneed", "Success Criteria", "Evaluation and Review" ], [ "To develop\nlearning\nenvironments", "• Ongoing consideration of\nlearning areas around\nschool\n• Research and discussion\nabout the areas that\nshould and could be\nimproved\n• Involvement of pupils\n• Indoors and outdoors\nconsidered\n• Work with outside\nagencies for maximum\nimprovement\n• Liaise with other gov depts\nto ensure support and\ncollaboration\n• Work with Parents and Isle\nof Play to develop outside\nareas", "Redacte\nSLT\nTeachers\nSupport\nStaff", "Ongoing -\nas\nnecessary", "• Budget\nfrom school\n• Time for\ndiscussion\n• Staff buy-in\n• Fundraising\nto enhance\noutdoor\nareas", "• Visibly improved areas\n• Pupils talk about the\nimprovements and how\nthis affects their learning\n• Good relationships with\noutside agencies and other\ngovernment departments\n• Pupils enjoying learning in\ndifferent spaces - the\n‘feeling’ in school\n• Outdoor learning improved\nand enhanced", "" ], [ "", "", "", "", "", "", "" ] ], "row_count": 4, "col_count": 7 }, { "headers": [ "Reason for action 2: Continued development of the curriculum to develop the opportunities for all learners in a motivating and challenging environment", "", "", "", "", "", "" ], "rows": [ [ "What we want to achieve by the end of the school\nyear:\nStaff to be confident and skilled in delivering an\nexceptional curriculum. Pupils to enjoy their learning\nand feel part of curriculum choices.", "", "Staff involved:\nRedacted\nSLT\nAll staff", "", "Impact on pupils:\n• all learners are engaged, challenged and motivated\n• pupils are experiencing an exceptional curriculum and achieve their best\n• new curriculum opportunities are explored and developed as appropriate -\npupils are involved in finding and implementing ideas", "", "" ], [ "Objective", "How will we get there?", "Who", "When", "What we need", "Success Criteria", "Evaluation and Review" ], [ "Development of\nMaths Mastery", "• Ongoing training and support\n• Purchase of necessary resources\n• Freedom to develop practice within\nsettings\n• Pupils know they are involved in a new\nstyle of learning, which will improve\ntheir maths skills", "Redacte\nAll staff", "Throughout\nthe year", "• Budget for\nresources and\ntraining\n• Flexibility in\nmaths learning\nto try new\nthings\n• Pupil\nengagement", "• Monitoring of maths lessons shows\npositive impact on maths learning\n• Pupil interviews confirm\nengagement in maths and an\nunderstanding of new styles of\nlearning\n• Resources purchased and used by\nall\n• Teacher interviews confirm a\nconfidence in maths mastery\nteaching skills", "" ], [ "Progression of\nLiteracy\nlearning", "• T4W continues to be monitored and\nevaluated to provide best writing\nopportunities for pupils to achieve well\n• External writing moderation\n• Literacy input from Redacted\n• Reading and writing data monitored\nand action taken to support pupils/\ngroups of pupils where necessary\n• Support staff trained and responsible\nfor interventions and feedback to\nteacher", "Redacted", "Throughout\nthe year", "• Release time\nfor Redacted\n• Staff meeting\ntime allocation\n• SLT meetings", "• Positive feedback from writing\nmoderation by DESC\n•Redacted staff meeting and other input\nconfirmed as having positive impact\nby teachers\n• Individuals and groups identified\nthrough Pupil Progress Meetings\nand intervention impact tracked\n• Support staff confirm they are\nempowered to support literacy\nlearning for individuals/groups", "" ], [ "", "", "", "", "", "", "" ] ], "row_count": 5, "col_count": 7 } ] }, { "case_id": 1656477, "title": "2021 External Examinations & Pupil Grading/Assessment", "authority": "Department of Education, Sport and Culture", "date_received": "2021-02-01", "outcome": "Some information sent but part exempt", "summary": "The request sought internal correspondence and submissions regarding 2021 external examinations and grading during the pandemic, to which the authority responded with partial information including a document outlining concerns about CAIE exam arrangements and exemptions.", "key_facts": [ "The Department of Education, Sport and Culture (DESC) opposed CAIE examinations for Summer 2021 due to significant learning loss from lockdowns.", "Ramsey Grammar School teachers expressed anxiety about student preparedness for exams after 10 weeks of online learning.", "Concerns were raised about inequality between subjects, as sciences had practical exemptions while geography, business, and economics did not.", "The response highlighted risks of norm-referencing grade boundaries when the student sample size is significantly reduced or altered.", "The authority agreed to wait for an Ofqual announcement before issuing communications due to a lack of clarity on exam arrangements." ], "data_mentioned": [ "2021", "29th January 2021", "1 December 2020", "10 weeks", "15%", "Year 11", "Year 13" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "Board", "", "", "Detail", "" ], "rows": [ [ "Ofqual Consultation", "", "", "Only relevant to us in respect of BTEC, AS and A Levels\n• A student’s grade in a subject will be based on their teacher’s\nassessment of the standard at which they are performing based on\nareas of content they have studied\n• Teachers will draw on a range of evidence of a student’s work in\nmaking their final assessment\n• The final assessment will be made towards the end of the\nacademic year, at about the time students would have taken their\nexams. Results submitted in June. Dates to be confirmed.\n• It is proposed that papers may be sat at home if necessary.\n• Exam boards will provide guidance and training, and make\navailable a set of papers for teachers to use with their students as\npart of their assessment. (It looks like teachers might be able to\nchoose the questions completed).\n• External and internal QA proposed.\n• For vocational qualifications, a revised version of the regulatory\nframework will be created to allow awarding organisations to\ncontinue to offer adapted assessments and to award qualifications\nwhere exams have not taken place and learners have not been\nable to complete all other assessments\n• It is proposed that for all students, including those who are\nstudying independently or who are home educated, will get a\ngrade. Consider anyone that you are aware of not taking a\n‘conventional’ route. Do you have sufficient evidence to provide a\ngrade?\n• It is proposed that students will be able to appeal their grade. As a\nresult, evidence must be robust.\n• Ofqual propose no moderation for NEA.\n• Possibility that results days will be brought forward.\n• Consultation is open and will be until 29th January. Feel free to\nhave your say.", "", "" ], [ "JCQ announcement", "", "", "• JCQ have released a letter relating to the completion of NEA.", "", "" ], [ "WJEC", "", "", "• Have now moved to centre-determined approach. Initial\ninformation sent to relevant staff.", "", "" ], [ "CIE", "", "", "Exams still going ahead.\n• Additional exemptions added. Keep checking the secure site.\n• Encouraging schools to enter students for all components if\npossible\n• No reduction in content\n• This could get very complex so plan ahead. What component\nadjustments/exemptions might you apply for?", "", "" ], [ "Other information", "", "", "• BTEC updates – please read! In order to facilitate continued\nassessment remotely centres are now able to apply reduced\nassessment to internally assessed mandatory units.\n• BTEC running briefings and sector surgeries you can sign up to.\n• Keep checking exam board website and contact them with queries.\nPick their brains!", "", "" ] ], "row_count": 5, "col_count": 6 }, { "headers": [ "", "Board", "", "", "Detail", "" ], "rows": [ [ "Pearson, OCR,\nEducas, AQA", "", "", "Gavin Williamson’s announcement on the 6th January applies to all Ofqual\nexam boards. Exams are cancelled.\n• Teachers' estimated grades will be used to replace cancelled\nGCSEs and A-levels in England this summer\n• The Gov will trust in teachers rather than algorithms\n• GW has released a letter this morning. He wants Ofqual to\nconsider the use of externally set assessments to support a\nteacher’s assessment of a student grade. These assessments will\nbe based on the work students have covered. A breadth of\nevidence should be used to support a grade\n• Internal and external QA to take place (‘m guessing he means\nmoderation of the grades). Changes to grades will only be made if\nthey cannot be justified/due process has not been followed\n• Training and support to be offered to teachers in estimating\ngrades, to ensure these are awarded fairly and consistently\n• Possible process of moderation to take place\n• BTEC exams are able to go ahead in January at the discretion of\nschools but no further vocational exams beyond February\n• Will now be a period of consultation", "", "" ], [ "SQA", "", "", "• Exams cancelled in Scotland\n• Teacher assessment to replace externally set and marked exam\nseries for a number of subjects/qualifications. Further detail on this\nreleased to centres via secure sites", "", "" ], [ "WJEC", "", "", "• Welsh Minister for Education announced the cancellation of GCSE\nand A level Exams Summer 2021 in Wales on 10/11/20\n• On 16th December the Welsh Education Minister provided further\ndetails on how the system put in place to replace exams for\nGCSEs and AS/A levels in 2021 will work. Looks like one internal\nand one external assessment window\n• Timeline has been produced and is available on website. Good\ndetail", "", "" ], [ "CIE", "", "", "As per yesterday’s, exams are going ahead as that is apparently what the\nmajority of CIE schools want, Watch this space\n• Covid component adjustments published and covid exemptions\navailable They will need to be applied for. Make sure you are\nfamiliar with what is available. That information has gone out and is\non the secure website\n• Encouraging schools to enter students for all components if\npossible\n• No reduction in content\n• This could get very complex so plan ahead. What component\nadjustments/exemptions might you apply for?", "", "" ], [ "Other information", "", "", "• Moderator visits cancelled\n• Make sure you have signed up to receive all updates and keep a\nclose eye on developments. Things change daily. Don’t get caught\nout\n• Keep gathering evidence. Who knows what we be required of us?", "", "" ] ], "row_count": 5, "col_count": 6 } ] }, { "case_id": 1670529, "title": "Governing Body Minutes - Selected Primary Schools", "authority": "Department of Education, Sport and Culture", "date_received": "2021-02-15", "outcome": "Some information sent but part exempt", "summary": "The requester sought governing body minutes for 11 primary schools covering the 2018-19 academic year and the autumn term of 2019-20. The Department of Education, Sport and Culture released the minutes but redacted personal information found within school improvement plans.", "key_facts": [ "Minutes were provided for 11 specific primary schools including Arbory, Ashley Hill, and Bunscoill Rhumsaa.", "The request covered the full 2018-19 academic year and the autumn term of 2019-20.", "Manor Park Primary School had no minutes for the summer term of 2018-19 as no meeting took place.", "Personal data within school improvement plans was redacted under Section 25 of the Freedom of Information Act.", "The response was issued on 12 March 2021 following a request received on 15 February 2021." ], "data_mentioned": [ "1670529", "2021-02-15", "2021-03-12", "2018-19", "2019-20", "11", "82", "9", "4", "5", "6", "8", "Section 25", "Article 5", "Article 6", "28 February 2019", "4 October 2018" ], "exemptions_cited": [ "Section 25 of the Freedom of Information Act (absolutely exempt personal information)", "Article 5 of the General Data Protection Regulation (data protection principles)", "Article 6 of the General Data Protection Regulation (conditions for lawful processing)" ], "tables": [ { "headers": [ "Arbory Primary School", "4 x minutes of meetings" ], "rows": [ [ "Ashley Hill Primary School", "4 x minutes of meetings" ], [ "Bunscoill Rhumsaa", "4 x minutes of meetings" ], [ "Cronk y Berry Primary School", "5 x minutes of meetings" ], [ "Henry Bloom Noble Primary School", "6 x minutes of meetings" ], [ "Manor Park Primary School*", "4 x minutes of meetings" ], [ "Onchan Primary School", "4 x minutes of meetings" ], [ "Peel Clothworkers’ Primary School", "8 x minutes of meetings" ], [ "Rushen Primary School", "4 x minutes of meetings" ], [ "Scoill yn Jubilee", "4 x minutes of meetings" ], [ "Victoria Road Primary School", "5 x minutes of meetings" ] ], "row_count": 10, "col_count": 2 }, { "headers": [ "st\nGovernors meeting - 9.30am, Tuesday 1 October 2019", "", "", "", "", "", "", "" ], "rows": [ [ "Present: Parent Governor (Chairman)", "", "", "", "", "", "", "" ], [ "Headteacher", "", "", "", "", "", "", "" ], [ "Co-opted Governor", "", "", "", "", "", "", "" ], [ "Governor", "", "", "", "", "", "", "" ], [ "Education Council Member", "", "", "", "", "", "", "" ], [ "Apologies: Teacher Governor", "", "", "", "", "", "", "" ], [ "Deputy Headteacher", "", "", "", "", "", "", "" ], [ "Governor", "", "", "", "", "", "", "" ], [ "Minutes of previous meeting", "", "", "", "", "", "", "" ], [ "The minutes of the meeting held on the 25th of June 2019 were", "", "", "", "", "", "", "" ], [ "approved and signed by .", "", "", "", "", "", "", "" ], [ "Tour of the School", "", "", "", "", "", "", "" ], [ "Tour delayed due to sickness and adverse weather conditions.", "", "", "", "", "", "", "" ], [ "Headteacher’s Report", "", "", "", "", "", "", "" ], [ "The Governors reviewed the written report.", "", "", "", "", "", "", "" ], [ "Attendance of Pupils on roll", "", "", "", "", "", "", "" ], [ "247 enrolled. 96.7% attendance. Discussed", "", "", "", "", "of", "", "." ], [ "Transition back to was discussed.", "", "", "", "", "", "", "" ], [ "Looked after children/Child protection", "", "", "", "", "", "", "" ], [ "We don’t have any children on EHAS.", "", "", "", "", "", "", "" ], [ "", "off child protection plan.", "", "has gone on the child protection", "", "", "", "" ], [ "plan", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "Finances", "", "", "", "", "", "", "" ] ], "row_count": 24, "col_count": 8 }, { "headers": [ "Within budget. Spent around £30k. Overspent for support staff." ], "rows": [ [ "School improvement plan" ], [ "Food bank and link with Nepal" ], [ "Maths Mastery:" ], [ "2 days training last week. Introduction of planning and assessment" ], [ "system due. Curiosity and SOLE introduced." ], [ "Health and Safety" ], [ "Confirmed health and safety and fire testing all up to date." ], [ "Staffing" ], [ "Employed and ." ], [ "" ], [ "Events" ], [ "Hector Duff 100th birthday held at Onchan School." ], [ "Any other business" ], [ "Confirmed Onchan Silver Band coming to assembly." ], [ "Have a look at upcoming dates, for the year, and send to Governors." ], [ "AOB" ], [ "Next meeting 21/1/20 at 9.15am" ], [ "" ], [ "" ], [ "" ], [ "" ], [ "Chairman.......................................... Date...................." ] ], "row_count": 22, "col_count": 1 } ] }, { "case_id": 1677926, "title": "Dyslexia policy", "authority": "Department of Education, Sport and Culture", "date_received": "2021-02-22", "outcome": "Some information sent but part exempt", "summary": "The requester asked for the Department of Education, Sport and Culture's current or recent dyslexia policy. The department confirmed no current policy exists but released a redacted version of a policy and guidance document from September 2012 that was in force until March 2020.", "key_facts": [ "The Department of Education, Sport and Culture does not currently have a dyslexia policy.", "A dyslexia policy and guidance document dated September 2012 was in place until March 2020.", "Personal information within the released documents was redacted under Section 25 of the Freedom of Information Act.", "The Freedom of Information Act applies to information created on or after 11 October 2011.", "The request was received on 22 February 2021 and the outcome was issued on 22 March 2021." ], "data_mentioned": [ "2021-02-22", "2021-03-22", "1677926", "52", "3", "September 2012", "March 2020", "11th October 2011", "12 of October 2011", "10 years", "Section 25", "Article 5", "Article 6", "2018", "2015", "December 2013", "September 2011", "November 2011", "March 2012", "July 2012", "October 2012" ], "exemptions_cited": [ "Section 25 of the Freedom of Information Act (absolutely exempt personal information)", "Data Protection (Application of GDPR) Order 2018, Article 5 (data protection principles)", "Data Protection (Application of GDPR) Order 2018, Article 6 (conditions for lawful processing)" ], "tables": [ { "headers": [ "Author", ", Senior Educational Psychologist" ], "rows": [ [ "Approved by", "Minister for Education and Children, September 2012" ], [ "Effective date", "October 2012" ], [ "Reviewed no later", "December 2013" ], [ "Distribution", "All DEC staff" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "Version", "Date", "Change" ], "rows": [ [ "1", "September 2011", "First draft for internal consultation" ], [ "2", "November 2011", "Second draft for internal consultation" ], [ "3", "March 2012", "Third draft for public consultation" ], [ "4", "July 2012", "Final draft" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "Author", ", Senior Educational Psychologist" ], "rows": [ [ "Effective date", "October 2012" ], [ "Reviewed no later", "December 2013" ], [ "Distribution", "All DEC staff" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "Version", "Date", "Change" ], "rows": [ [ "1", "September 2011", "First draft for internal consultation" ], [ "2", "November 2011", "Second draft for internal consultation" ], [ "3", "March 2012", "Third draft for public consultation" ], [ "4", "July 2012", "Final draft" ], [ "5", "December 2012", "Addition of version history tables, removed\nrequirement to highlight changes in yellow\nand updated contact telephone numbers" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "", "Assessments", "", "", "", "" ], "rows": [ [ "", "Teacher based assessment", "", "", "RAP based assessment", "" ], [ "Teacher observations - discrepancy between verbal and written\nDyslexia checklist\nPM Benchmark (Decoding/Comprehension)\nLetters & Sounds\nWriting assessments\nParallel Spelling Test", "", "", "GL Assessment - Dyslexia Screener (online)\nLucid LASS - 8-11 years (available on sen assessment laptop)\nLucid RAPID - 4-11 years (available on sen assessment laptop)\nLucid ABILITY 4-11 years (available on sen assessment laptop)\nPhonological Assessment Battery (PhAB)\nSmart Cat Learning - 4-8 years (online) www.smartcatlearning.com", "", "" ], [ "", "Interventions", "", "", "", "" ], [ "", "ICT", "", "", "Resources", "" ], [ "✓ Ten Thumbs (CD) www.tenthumbstyping.com\n✓ BBC Dance Mat (online) www.bbc.co.uk/schools/typing\n✓ Text to speech - (go to system preferences - speech)\n✓ Sound Studio\n✓ Audio books above decoding level\n✓ Kidspiration -mindmapping\n✓ Dragon Dictate www.dyslexic.com\n✓ Nessy Games Player (CD) www.nessy.com\n✓ Nessy Learning programme (CD/downloadable) www.nessy.com\n✓ Word Shark (CD) www.wordshark.com", "", "", "Dyslexia friendly environment & access strategies (pastel paper,\nreading rulers, limited copying off the board, visual strategies (Read\nWrite Inc/Jolly Phonics) and coloured overlays etc.\n✓ Use different ways of recording composition\n✓ Join a guided reading group above decoding level/listen to audio\nbooks\n✓ Active Literacy (ALK)\n✓ Yes We Can Read www.yeswecanread.co.uk\n✓ Five Minute Box www.fiveminutebox.co.uk\n✓ Mind-Mapping\n✓ HFW flashcards (for those with a good visual memory)", "", "" ], [ "", "ipad applications", "", "", "Reference", "" ], [ "", "", "", "", "", "" ], [ "✓ Dragon Dictate\n✓ Dyslexia Quest\n✓ Hairy Letters\n✓ Hairy Phonics (due out this spring 2012)\n✓ What is dyslexia?", "", "", "Removing Dyslexia as a Barrier to Achievement\nwww.bdadyslexia.org.uk\nwww.dyslexiaaction.org.uk", "", "" ] ], "row_count": 8, "col_count": 6 }, { "headers": [ "Director of Services for Children", "", "" ], "rows": [ [ "", "", "Department of Education and Children\nHamilton House, Peel Road, Douglas\nIM1 5EP Tel:" ], [ "Educational Psychology Service", "", "" ], [ "", "Senior Educational\nPsychologists", "Department of Education and Children,\nHamilton House, Peel Road, Douglas\nIM1 5EP Tel:" ], [ "", "Educational Psychologist\nEducational Psychologist\nin training", "" ], [ "Advisory Teachers", "", "" ], [ "", "SEN Advisors", "Department of Education and Children,\nHamilton House, Peel Road, Douglas\nIM1 5EP Tel:" ], [ "", "Advisory teacher ICT", "Department of Education and Children,\nHamilton House, Peel Road, Douglas\nIM1 5EP Tel:" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "To support reading", "Further information", "Features" ], "rows": [ [ "Kurzweil 3000", "www.sightandsound.co.uk.", "Advanced text-reading\nsoftware with many other\nfeatures to help students\naccess and express themselves\nthrough text. Many other\nfeatures available, such as\nmind-mapping tools, bubble\nnotes, voice notes, highlighting\nfacility. May be used in\nconjunction with Dragon\nDictate so that the student can\ndictate work and then have the\ntext-reader read it back to\nthem." ], [ "Texthelp Read & Write\nGold", "www.sightandsound.co.uk", "Software that reads out loud\nas the student types. Provides\nfull screen reading for any\ndocument on the laptop or\ncomputer. This also has other\nfeatures to help with reading\nand writing." ], [ "Textease", "www.textease.com", "Easy to use click-to-read\nfacility." ], [ "Text-to-speech", "IT Department", "Easy to use, slightly robotic\nvoices – on all DEC Apple\nlaptops." ], [ "Wordtalk", "www.wordtalk.org.uk", "Free Windows text-to-speech\nplugin for Microsoft Word.\nThis software will speak the\ntext on a document and\nhighlight each word as it is\nread." ], [ "Speak it App for iPad", "www.apple.com", "Text-to-speech app for iPad or\niPad." ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "To support writing", "Further information", "Features" ], "rows": [ [ "Dragon Dictate for Mac;\nDragon Naturally\nSpeaking for PCs", "www.dyslexic.com", "Speech-to-text software.\nRequires voice training that\ncan be tricky for young voices\nto be recognised." ], [ "Dragon Dictation", "www.apple.com", "Free app for iPad or iPod. Very\neasy to use – requires no voice\ntraining." ], [ "Textease", "www.textease.com", "Write anywhere facility; voice\nrecording, easy to use." ], [ "Clicker 5", "www.cricksoft.co/uk", "Text-to-speech working with\nClicker grids." ], [ "Writeonline", "www.cricksoft.co.uk", "Word processing software that\nprovides text-to-speech,\npredictive words, & wordbars\nto help the student to write\nwithout being hindered by\nspelling difficulties" ], [ "To support mind-\nmapping", "", "" ], [ "Inspiration", "www.dyslexic.com", "Mind mapping software for the\nolder student. Very good\ntemplates for many types of\nwritten requirements for all\nsubject areas." ], [ "Kidspiration", "www.dyslexic.com", "Mind mapping software for the\nyounger student. All text and\npictures spoken aloud; voice\nrecording facility; can import\npictures to make personalised\ndictionaries." ], [ "Novamind", "www.novamind.com", "Mind mapping software." ], [ "iMindmap", "www.thinkbuzan.com/uk", "Mind mapping software." ], [ "Mind-mapping in Primary\nClassrooms\nIntroducing Mind\nMapping to Children", "Books by Eva Hoffman", "Excellent classroom resources\nfor teaching students to mind\nmap." ], [ "Mind Mapping for Kids\nMax Your Memory and\nConcentration\nRev up for Revision", "Books by Tony Buzan", "Resources for teaching mind\nmapping and revision skills." ] ], "row_count": 12, "col_count": 3 }, { "headers": [ "Touch typing", "Further information", "Features" ], "rows": [ [ "Englishtype Junior or\nSenior", "www.dyslexiaaction.org.uk", "Programme written with dyslexic students\nin mind. Very well organised, quiet,\nreinforces all the right areas, low levels of\ntime stress." ], [ "Ten Thumbs", "www.tenthumbstypingtutor.com", "This programme saves each child’s\nprogress and gives feedback in terms of\n% success." ], [ "BBC Dancemat", "www.bbc.co.uk/schools/typing", "Free to use but very noisy and busy\nprogramme. Liked by some children." ], [ "Mavis Beacon", "www.mavisbeacon.com", "Good established touch typing programme\nthat has been around for a long time." ], [ "Audio Books", "", "" ], [ "May be borrowed\nfrom local libraries", "e.g. Children’s Library,\nWestmorland Road, Douglas.", "" ], [ "May be borrowed\nfrom on-line libraries:", "e.g.\nwww.listening-books.org.uk", "For an annual subscription (which they\nmay waive for cases of financial hardship)\nbooks can be streamed to laptop or\ncomputer. Can also be downloaded for a\nlimited time, or sent out as MP3 discs to\nyour home.\nExcerpts of books may be listened to on\nsite.\nThis site has many school text books on\naudio. As yet, this site only works with\nPCs but will be making the service\navailable to Mac users in the future." ], [ "", "www.calibre.org.uk", "Calibre audio library is a charity that will\nsend out for free 3 MP3 discs of your\nchoice to your home with a return\nenvelope. They will send more discs\nwhen the first are returned.\nExcerpts of books may be listened to on\nsite." ], [ "May be bought and\ndownloaded from on-\nline bookstores.", "e.g.\nwww.audible.co.uk\nwww.apple.com/itunes\nwww.amazon.co.uk\nwww.waterstones.com", "Audio books can be bought and\ndownloaded onto a laptop or computer\nand then transferred to an MP3 or MP4\nplayer, such as an iPod, for ease of\nlistening.\nExcerpts of books may be listened to on\nsite." ], [ "May be downloaded\nfrom on-line\neducational sites:", "www.load2learn.org.uk", "Provides accessible curriculum resources\nfor students who have difficulty accessing\ntext." ] ], "row_count": 10, "col_count": 3 } ] }, { "case_id": 1709033, "title": "2020 data relating to 5 Level 2 Qualifications (A*-C inc E&M)", "authority": "Department of Education, Sport and Culture", "date_received": "2021-03-15", "outcome": "Upheld - full", "summary": "The request sought 2020 performance data, correspondence, and quality assurance details regarding Level 2 qualifications from the Department of Education, Sport and Culture. The authority upheld the request in full, disclosing examination results, destination statistics, and school improvement targets.", "key_facts": [ "The request was upheld in full by the Department of Education, Sport and Culture on 2021-06-15.", "In Summer 2020, 75.5% of Year 11 students achieved 5+ Level 2 qualifications including English and Maths, an 8.1% increase from 2019.", "All Year 11 students attending the Education Support Centre and all looked-after children achieved a positive destination by September 2020.", "Over 3% more students stayed on in sixth form in 2020 compared to 2019.", "The response included data from Ramsey Grammar School showing a 100% A*-E pass rate at A2 level." ], "data_mentioned": [ "75.5%", "67.4%", "+8.1%", "69.2%", "62.2%", "+7.0%", "99.2%", "97.6%", "+1.6%", "24.1%", "19.6%", "+4.5%", "788", "864", "389", "100%", "68.1%", "2020", "2019", "2021-06-15", "2021-03-15", "81 pages", "4 documents" ], "exemptions_cited": [], "tables": [ { "headers": [ "School\nAttainment\n2020", "Island\n%\n2020", "Island\n%\n2019", "Change" ], "rows": [ [ "% 5+ Level 2", "75.5%", "67.4", "+8.1%\nin 2020" ], [ "% 5+ Level 2 EM", "69.2", "62.2", "+ 7.0%\nin 2020" ], [ "% Level1/2 Pass\nRate", "99.2", "97.6", "+1.6%\nIn 2020" ], [ "% A*/A", "24.1", "19.6", "+ 4.5%\nin 2020" ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "Year 11\nSummer", "% in full\ntime\neducation\nin Schools", "% in full\ntime\neducation\nin UCM", "%\nEmployed", "%\nUnemployed", "% Other", "%\nUnknown" ], "rows": [ [ "2015", "55.0%", "30.0%", "8.0%", "3.0%", "2.0%", "2.0%" ], [ "2016", "54.4%", "30.9%", "6.7%", "0.0%", "5.9%", "2.1%" ], [ "2017", "55.1%", "28.4%", "9.1%", "1.5%", "3.0%", "2.9%" ], [ "2018", "54.5%", "30.6%", "11.0%", "1.9%", "1.2%", "0.8%" ], [ "2019", "54.4%", "31.9%", "9.3%", "1.3%", "1.5%", "1.6%" ], [ "2020 Early\nIndicative\nJune pre\nresults", "58.4%-\n60.5%", "28.5%-\n30.3%", "Seeking\n8.2%", "", "1.3%", "1,7%" ], [ "2020 Early\nIndicative\nSeptember\npost results", "57.6%", "30.8%", "6.5%", "1.3%", "1.7%", "2.1%" ] ], "row_count": 7, "col_count": 7 }, { "headers": [ "School\nAttainment Year\n13", "Island\n2020", "Island\n2019", "Change\nin\n2020" ], "rows": [ [ "% A*-E", "99.5", "98.5", "+1.0%" ], [ "% A*-B", "61.2", "42.2", "+19.0%" ], [ "% A*-C", "88.4", "", "" ], [ "Number with 80\nUCAS points", "314", "", "" ], [ "Number with 72\nUCAS points", "331", "", "" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "Year", "%\nUniversity\nPlace Off\nIsland", "%\nUniversity\nPlace UCM", "%\nEmployed/\nLooking for\nEmployment", "%\nOther", "%\nReturning\nto Year 14", "%\nUnknown" ], "rows": [ [ "2016", "58.6 %", "7.7 %", "18.0 %", "6.6 %", "8.3 %", "0.8 %" ], [ "2017", "63.1 %", "5.2 %", "18.9 %", "5.5 %", "6.8 %", "0.5 %" ], [ "2018", "61.0%", "5.6%", "22.5%", "4.5%", "6.2%", "0.2%" ], [ "2019", "55.5%", "8.9%", "24.6%", "2.1%", "6.8%", "2.1%" ], [ "2020 July\nEarly\nIndicative\npre results", "58.4%", "8.2%", "16.7%", "5.3%", "9.2%", "2.2%" ], [ "2020\nSeptember\nearly\nindicative\npost results", "49.1%", "8.4%", "16.3%", "8.6%", "16.5%", "1.1%" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "", "Island\n2020" ], "rows": [ [ "% A*-E", "98.2" ], [ "% A*-B", "47.2" ], [ "% A*-C", "80.0" ], [ "Number with 80 +\nUCAS points", "35" ], [ "Number with 72+\nUCAS points", "35" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Year", "%\nUniversity\nPlace Off\nIsland", "%\nUniversity\nPlace UCM", "%\nEmployed\n/ Looking for\nEmployment", "%\nOther", "%\nUnknown" ], "rows": [ [ "2016", "69.8 %", "1.6 %", "12.7 %", "11.1 %", "4.8 %" ], [ "2017", "50.0 %", "8.6 %", "34.3 %", "7.1 %", "0.0 %" ], [ "2018", "63.2%", "13.2%", "20.7%", "0.0%", "2.9%" ], [ "2019", "55.2%", "13.4%", "23.9%", "6.0%", "1.5%" ], [ "2020 July\nEarly\nIndicative pre\nresults", "80.3%", "5.8%", "11.8%", "2.1%", "" ], [ "2020\nSeptember\nearly\nindicative\npost results", "72.5%", "9.8%", "13.7%", "2.0 %", "2.0%" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "", "", "", "" ], "rows": [ [ "22 September 2020 10:47", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "RE: RGS Year 11 Results lite % pass rate", "", "", "" ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "", "", "" ], "rows": [ [ "22 September 2020 12:19", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "Re: RGS Year 11 Results lite % pass rate", "", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "", "", "" ], "rows": [ [ "21 September 2020 08:05", "", "" ], [ "", "", "" ], [ "RE: September Year 11 and 13 Destinations Data capture", "", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "", "", "", "" ], "rows": [ [ "17 September 2020 15:51", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "Results light", "", "", "" ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "", "", "", "" ], "rows": [ [ "18 September 2020 18:43", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "Results lite etc", "", "", "" ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "", "", "", "" ], "rows": [ [ "17 September 2020 16:39", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "Results Lite", "", "", "" ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "", "", "" ], "rows": [ [ "22 September 2020 10:42", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "RGS Year 11 Results lite % pass rate", "", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "", "" ], "rows": [ [ "22 September 2020 11:05", "" ], [ "", "" ], [ "RE: Number of Year 11 students dis-applied from Results lite?", "" ] ], "row_count": 3, "col_count": 2 } ] }, { "case_id": 1719393, "title": "Governing Body Minutes - All Secondary and Selected Primary Schools", "authority": "Department of Education, Sport and Culture", "date_received": "2021-03-22", "outcome": "Some information sent but part exempt", "summary": "The requester sought governing body minutes for all secondary and selected primary schools for the 2018-19 and 2019-20 academic years. The Department of Education, Sport and Culture provided some information but withheld parts of the response due to exemptions.", "key_facts": [ "The request covered minutes for all secondary schools and selected primary schools for two academic years.", "The response included excerpts from Andreas School minutes discussing a specific child's assessment and attendance.", "Governors expressed concern that retaining a specific child on the register unfairly disadvantaged attendance and attainment figures.", "The School Improvement Plan for 2018/19 focused on Special Education Needs, Maths Mastery, and Growth Mindset.", "Governors noted that the Department did not provide sufficient advance notice for training sessions." ], "data_mentioned": [ "2018-19", "2019-20", "2021-03-22", "2021-04-16", "259", "3", "July 2018", "August 2018", "2019/20", "5.00 pm", "19th November 2018", "4th February 2019", "3.45 pm" ], "exemptions_cited": [], "tables": [ { "headers": [ "School but by remaining on our register he will be on our data. The letter did say that we", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "could inform two different sets of data - one taking the pupil out but any published data", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "would have to include the pupil.", "", "", "", "", "", "", "is disappointed that we are not much further", "", "", "", "", "", "", "", "", "" ], [ "forward an", "", "", "d", "", "felt it was unfair on the staff.", "", "", "", "", "has worked her hardest for", "", "", "", "", "", "" ], [ "the pupil.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "The governors discussed replying to the Department’s letter.", "", "", "", "", "", "", "", "", "", "", "", "advised them to", "", "", "", "" ], [ "wait for", "", "t", "", "", "o share her thoughts on the situation in the Autumn term but members", "", "", "", "", "", "", "", "", "", "", "" ], [ "felt the Governing Body should express how dissatisfied they are with the answer,", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "considering how in this particular case, the pupil had very limited time and input from the", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "school. They want it on record that they are frustrated with the length of time it has taken to", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "have the pupil assessed and to come up with a plan.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "3. Update on Validatio", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "The validators sought evidence to back up the school’s judgements in the self review", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "process - speaking to parents, staff and pupils, holding lesson observations, going on a", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "learning walk and looking at books and data. They concurred with the leadership, progress", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "and T4L, finding them ‘very effective’ for the vast majority. The Headline is “we know our", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "school very well” - this will remain confidential until 17/7/19.", "", "", "", "", "", "", "", "", "", "", "", "", "believes she is", "", "", "" ], [ "leaving the school in a good place from which the new Headteacher can move forward. A", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "letter will go out to advise the parents and Governors, and the Department will issue a press", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "release for all the schools validated at the same time. The full report will be available to any", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "parent and will provide a summary to go with the Department’s press release.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "4. SIP Updat", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "explained that there are only some parts in the Summer term section that still", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "need to be done, everything else has been achieved. The paperwork for SEN has been", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "changed by", "", "", "", "", "but it still needs tweaking before roll out to all children in", "", "", "", "", "", "", "", "", "", "", "" ], [ "September. It is likely Maths Mastery will continue to be a focus next year. Staff have", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "requested more training. It has been a good year and the school has achieved a lot.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "5. DFM SEN", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "explained that although the SEN moderation is up and running the DFM is still", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "a work in progress. Schools will shortly be advised of the amount of SEN funding based on", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "a formula linked to the numbers of SEN - this will differ yearly due to changing numbers of", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "pupil SEN levels. SEN percentage - Andreas School has been 14 - 18%. Some children", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "may be eligible for extra “Top up” funding and we will have to prove we have put", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "interventions in place to support them before we can apply for additional funding for a", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "pupil.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "We have not yet been advised of staffing/core funding. At present", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "is the only", "" ], [ "SEN member of SEN staff at the school at 0.6 (Level 2).", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "There was some concern expressed around ensuring there is funding for children starting in", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "September who may have SEN. If they have been to the PreSchool Assessment Centre they", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "will have been assessed but not all children with SEN attend.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "6. Pay Review Sub-Committee.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "will be the Link Adviser for Andreas School in 2019/20.", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "agreed to be on the Pay Review Sub-Committee for", "", "", "", "", "", "", "", "", "", ". The Secretary will", "", "", "", "", "", "" ], [ "check that also agrees to be on the sub-committee before advising .", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 43, "col_count": 17 }, { "headers": [ "", "The school crossing patrol will become vacant again as of Friday\nthis week as he is transferring to another school, which suits his\nlocation better.\nis working 5 mornings/wk, the afternoons being\ncovered by an ESO.\nGovernors expressed their sadness regarding\ndecision to resign her post but understand the exciting new\nchapter opening up to her and wish her well.\n6.6 (j) Standards & Pupil Achievements: Disseminated to members of\nthe board at this meeting. Attainment for KS1 was ‘Not Yet\nEffective’ good progress is made in KS1 but not reaching\nAttainment levels. Lots of time is being spent on non-educational\nissues by the teachers throughout these early years\n6.7 (k) School Improvement: Maths has had a change to the\ncurriculum – move to Maths Mastery\n6.8 (m) Looked After Children: All doing well.\n6.9 (n) Behaviour/Bullying: Parent behaviour – to go on website,\ncode of conduct, re sign at Parents Evening.\n6.10 (o) Other Matters from the Dept.: Policies to review and re-\nlook at (children & staff).\n6.11 (p) was held in good regard by the parents. It\nwas noted that whilst the board members appreciated that the\nDESC has policies to which they have to abide by, it may have\nbeen a better idea to evaluate this situation on its own merit. It\nwas felt that there had been a great opportunity missed in this\nsituation with regard to professional development of their staff,\nenhancement of staff training and the reputation of the\ndepartment. In light of the work that is due to\nundertake on her new venture it was thought that the Dept.\nshould have shown a little more flexibility in this case.\nheld a meeting with after the parent complaint\nletters as he felt that too much had been said to the parents\nhowever nothing had been disclosed that was detrimental to the\nDept. The Governors felt that the Headteacher had handled the\nsituation correctly in directing and containing parents\ncomplaints rather than it hitting social media and becoming out\nof the schools and Departments control.\n6.12 (q) Miscellaneous: ‘Meet the Teacher’ went well, there was a\nmixed take up (some classes high some classes low) but all in all\nthey went well and will be retained in the school plan going\nforward.", "" ], "rows": [ [ "7.0", "Attendances:\nThe forms were discussed and contents noted.\n7.1 The June Statistics were incorrect as the report was run from June\n2017 – June 2018 in error. A new report for June 2018 only will\nbe issued with these minutes", "" ], [ "8.0", "Monthly Budget Summaries:\nThe forms were discussed and contents noted.", "" ], [ "9.0", "Newsletters:\nThe newsletters were discussed and contents noted. The mini\nOctober Newsletter was distributed at the meeting.", "" ], [ "10.0", "Risk R egister:\nAgreed to move the discussion of Emergency and fire risk registers to\nthe next meeting, as it will coincide with the H&S walk.", "" ], [ "11.0", "Any o ther business:\n11.1 Church Firework Display for All Saints Day on 1 November –\npermission granted for this to be advertised in school.", "" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "", "", "ACTION" ], "rows": [ [ "1.0", "Minutes:\n1.1 The minutes of the meeting held on 03 October 2018 were read,\napproved and duly signed.\n1.1 (2.15) A letter was drafted by to the Head of Corporate\nServices regarding security concerns, needs to update it and\nthen it can be sent.\n1.1 (4.9q) is waiting to hear from the DESC regarding the\ndevelopment issue of the surrounding land, nothing from\n– to continue to chase.\n4.1 agreed to stand as Teacher Governor, replacing\n4.3 The rules referred to in the minutes of 03Oct18 are not\napplicable at the moment; the rules will not be changing until the\nnew Education Act comes in to force.\n11.3 Governors Award – not discussed as yet\n12.1.2 Agreed to invite new Governors on 21Nov at 9.30am for a\nquick meet prior to the current Governors meeting the children\nin class at 10.30am.\n1.2 A copy of the minutes of the meeting held on 13 June 2018 to be\nforwarded to", "ALL" ], [ "2.0", "Matters Arising:\n2.1 As above plus the following:\n2.2 & walk was carried out by & prior to this meeting, to\ntype up and email to to liaise with the new caretaker\nto action what she can. Some of the cost for\nrepairs/making good will be covered by the DESC and some will\ncome out of the school budget (see Service Level Agreement)", "&" ], [ "3.0", "School Kitchen:\n3.1 Great improvement. Only issue so far is that (new dinner\nlady) is on her own and although she is coping she doesn’t have\nany time to develop the meals or do any baking which is what she\nis wanting to do (her line manage is aware of this and is happy\nfor her to be creative in the kitchen!). The lunchtime ancillary\nwho staffs the dining hall is helping out as and when needed\nbut this is taking her attention away from helping the children.\nKS1 teaching staff are also in the dining hall so are helping out\ntoo.\n3.2 The second member of kitchen staff is due back in tomorrow,\nshe’s been off due to illness. There is generally no cover when\none of them is off sick.\n3.3 Agreed for to speak to to discuss the long term plans for\nthe kitchen and it’s staff.", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "4.0", "Proposals for new Governors:\n4.1 has agreed to replace as the new Teacher Governor\n4.2 Proposed new Governors: from Braddan Commissioners,\nwho is involved with Braddan Church and Rainer\nChatel. may have another potential Governor as someone has\nbeen trying to contact her as a parent of Braddan School. This\ncould be either or has been a\nSchool Governor before.\n4.3 Agreed to invite the above proposed Governors to an informal\nmeeting with the other Governing Body members on 21\nNovember at 9.30am. to write the letters.\n4.4 A re-election for Parent Governor is to be held ready for the new\nacademic year, elections invites to be sent out in June to enable\nthe new Governor to start in September. to step down in July\nwhen his daughter leaves at the end of Y6. could become a\nco-opted Governor as the new Education Act is not in place as yet\nand the new rules aren’t affective until that time. to confirm\naround Easter time whether he will stand as a Co-opted Governor\nor not.", "/\nJune" ], "rows": [ [ "5.0", "GDPR\n5.1 Nothing to report. Agreed to remove this from future agenda’s\nand to report on GDPR as and when needed.\n5.2 Protocol is on the school website, the DESC check securities are\nin place", "" ], [ "6.0", "Headteacher’s Report:\nThe report was read out to the Board with additional\ninformation/discussion:\n6.1 (g) H&S: Banking of money is currently done by the School\nAdministrators for each school, it was queried whether G4S (for\nexample) should be collecting from schools as a safer option.\n6.2 (h) The school caretaker is currently on long-term sick leave and\nhas been for a number of months now. We had temporary cover\nfor her but she has been moved elsewhere. As from Monday of\nthis week a new long term cover Caretaker started who is very\ngood and we are hopeful that she will stay at Braddan.\n6.3 (i) has been appointed as the new Deputy Head and\nwill start in January 2019. There were 7 applicants for the\nposition of Deputy Head which were shortlisted to 2", "" ], [ "7.0", "Attendances:\nThe forms were discussed and contents noted. The October statistics\nwere handed out at the meeting.\n7.1 Following meeting with the threshold for referring\nabsentees to the DESC is changing from below 80% to below\n90%. These will be referred with explanation.", "" ], [ "8.0", "Monthly Budget Summaries:\nThe forms were discussed and contents noted.", "" ], [ "9.0", "Newsletters:\nThe newsletters were discussed and contents noted.", "" ], [ "10.0", "Risk R egister:\nAgreed to discuss at the next meeting", "" ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "", "4.5 (i) This is now resolved with\nbeing granted early retirement due to ill health.\n5.2 Attendances: The Dept have advised that we only need to\nreport absences using headings: ‘No. of Students’, ‘Possible’,\n‘Authorised Abs R/C Mark’ and ‘Unauthorised Abs R/C Mark’.\nThey only want numbers not percentages.\n9.1 Letter to DOI drafted and circulated to board – agreed to add\nthe incident regarding the lollipop man’s near miss with a car a\ncouple of weeks prior to the caretakers accident ( has the\ndetails).\nBraddan Commissioners were contacted with regard to the\npossibility of a crossing and also about the leaves on the\npavement causing a hazard. Braddan Commissioners advised\nthat they have already been in touch with the MHKs and\nis meeting with the outside the school\nto look at the road on 11 March at 2.30pm and discuss the\noptions of having a crossing. With regard to the leaves,\nBraddan Commissions now have the contract to clear the\nleaves and this has now been done. The Board of Governors\nagreed that it would be a good idea for parents to contact the\nMHK’s too, to add the next Newsletter with copy to It\nwas mentioned that the bus company had trialed looping the\nbus collecting the children but this didn’t work due to\ndifficulties with the mini roundabouts at both ends of the road.", "/" ], "rows": [ [ "2.0", "Matters Arising:\n2.1 As above plus the following:\n2.2 The new Deputy Head, was introduced to the Board.\nThe board offered their help and assistance in any way if\nneeds it. Very complimentary feedback from the children\nwas given by the Parent Governor.\n2.3 Governors agreed to organise a separate collection and card for\nthe caretaker. to take up to the hospital on their behalf.", "/" ], [ "3.0", "Planned Development of car park and surrounding area:\n3.1 sent her apologies as unable to attend todays meeting so\nnothing new reported. No one else has heard anything. Agreed\nto carry over to the next meeting.", "(agenda)" ], [ "4.0", "Governors Descriptors:\n4.1 Agreed to carry forward to next meeting when everyone is in\nattendance.", "(agenda)" ], [ "5.0", "Headteacher’s Report:\nThe report was read out to the Board with additional\ninformation/discussion:\n5.1 (a) Attendance: We now have 145 pupils, another student started\nthis week, transferring from Scoill yn Jubilee. The student that\nhas joined us from is in an unusual situation in that he is\nWe also feel\nthat he has undiagnosed Special Needs and believe that his father\nis aware but has not had any assessments done. We will monitor\nhis situation and report back to the Dept as necessary. The\nmother of the\n, was off island for some time last half term and there was\na concern over who took on the role of ‘Parent Responsibility’.\nThe children were being looked after by", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "", ". There were no concerns with\nregard to the children.\n5.2 (b) Suspension and expulsion of pupils: The Revised DEC\nsuspension policy has since been revised again since the\nHeadteachers Report was written. Agreed to carry this forward\nto the next meeting when hopefully it has been resolved.\n5.3 (d) Repair & maintenance: The carpet and linoleum for Reception\nclass looks great, we are very pleased with it. The carpet to the\ncorridor is being laid outside the classrooms as well, this will be\ncarried out during the Easter holidays so we are to try and get\nthe skirting painted prior to that.\nThe roof in the Hub started leaking a couple of days ago and\nsomeone is due to come and have a look at it on Thurs 28 Feb.\n5.4 (f) Finance: The Dept have placed a £500 limit on all orders so\nwhere an order total exceeds this limit we have to provide 3\nalternative costs for the items. We are able to carry forward\nsome of the budget from 2018-19 to next financial year if it’s for a\nparticular project. is to put forward a proposal for developing\nthe outside area, obtaining quotes from the Forrestry.\n5.5 (g) Health & Safety: husband was here recently to carry out\na Fire Inspection and was very impressed with the Caretaker.\n5.6 (i) Teaching & other school staff: No need to advertise\nrole as it was only very recently advertised.\nThe advert for the Crossing Patrol Office vacancy stated the hours\nas 30mins which is not long enough. has already spoken to\nabout it.\nThe 2 lunchtime ancillary posts are still yet to be filled.\nY6 class won the reading challenge by obtaining\n100%\n5.7 (n) Behaviour/Bullying: Suggestion to hold an Internet Safety\nweek.\n5.8 (o) Other matters from the Dept: Staffing levels will be reduced\nby one teacher for Sept 2019, is to speak to members of staff\nto see if anyone would like to leave or is planning to retire. If not\nthen it normally works on a last in first out basis which would be\nthe person with the least amount of continual service.", "(agenda)\n/" ], "rows": [ [ "6.0", "Attendances:\nThe forms were discussed and contents noted.\n6.1 There is a new directive for absentees – anyone having less than\n90% attendance will be flagged by and concerns will be\nreferred to the Dept.", "" ], [ "7.0", "Monthly Budget Summaries:\nThe forms were discussed and contents noted.", "" ], [ "8.0", "Newsletters:\nThe newsletters were discussed and contents noted.", "" ], [ "9.0", "Risk Register:\nAgreed to discuss at the next meeting", "" ], [ "10.0", "Any o ther business:\n10.1 Governors Award: Agreed to award the new ‘Reading Challenge’\nthat has been rolled out across all year groups. The winning year\ngroup get to have a Pyjama Day. Agreed £20 from each governor\n( paid £20 at the meeting).", "ALL\n/" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "", "4.9 (q) Miscellaneous: SSRE – every school does a Self Evaluation\nsupported by the DESC, there is an external validator every 2-\n3yrs. A Link advisor comes in and looks at different sections with\nthe Headteacher and the advisor judges where we are in relation\nto their descriptors. We have moved from being ‘Good’ a few\nyears ago to ‘Not Yet Effective’. We’ve had an intense run of\nvisits over the last few months, lots of areas have been moved\ndown. Not all descriptors received ‘NYE’, some were ‘Good’ but\nthe balance has brought it down to ‘NYE’, it seems very hard to\nget into Effective. A few years ago some things were graded as\nGood but now they’re graded as NYE. A wider discussion is taking\nplace in other schools as they feel it’s not working, it’s not very\neffective or helpful and they are feeling that they are judged as\nNYE when being compared to other schools unfairly. We feel that\nwe’re better than NYE and it’s creating lots of work in order to\nprove this, recording and providing examples and evidence of\nwhat we’re doing. The borderline is only 2% between Good and\nNYE. Used to be creative curriculum and data is being analysed\nover the whole cohort so if there are a number of Special Needs\nthen the figures will go down. Agreed to look at Governance\nDescriptors at the next meeting.", "(agenda)" ], "rows": [ [ "5.0", "Attendances:\nThe forms were discussed and contents noted. The December\nstatistics were handed out at the meeting.\n5.1 We always know where absent children are and the reason for\ntheir absence, if there is a query behind any absences this is always\nchased and followed up.\n5.2 The December attendance stats show a 100% for ‘Present R/C:\nStudents’ but it also shows ‘Unauth. Absent R/C: Marks’ as 0.78%\nand 33 ‘Unauth. Absent R/C: Marks’ which contradict the 100%\npresent statistics. Might be an Arbor glitch – to speak to\nand check.", "" ], [ "6.0", "Monthly Budget Summaries:\nThe forms were discussed and contents noted.\n6.1 Budgets look very healthy", "" ], [ "7.0", "Newsletters:\nThe newsletters were discussed and contents noted.\n7.1 The Panto was a great success, parents really enjoyed the\nperformance and there was a very positive atmosphere.", "" ], [ "8.0", "Risk Register:\nAgreed to discuss at the next meeting", "" ], [ "9.0", "Any other business:\n9.1 It was agreed that the busy road in front of the school would\nbenefit from either a zebra crossing or a pelican crossing\n(preferably a pelican crossing). This would still have to be\nmanned by a crossing patrol officer as the road is far too busy for\nchildren to cross unsupervised. We’ve been told in the past that\nthis is not possible due to the road being the main route to the\nhospital. to speak to Braddan Commissioners to see if this is\npossible, also to write to DOI on behalf of the Governors.", "" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "", "", "ACTION" ], "rows": [ [ "1.0", "Minutes:\n1.1 The minutes of the meeting held on 27 February 2019 were read,\napproved and duly signed, with the following notes:\n1.1 (9.1) Crossing: met with and has seen the\nplans for a proposed crossing outside the school,\nis to speak with the DOI to apply pressure with the hope that\nthe plans will come to fruition.\n5.1 (a) Attendance: The student that joined us from may\ngo back after TT, however he is very settled here. There are no\nissues with the two children, although Mum is away a\nlot, Parental Responsibility has not been given to\n.\n10.1 AOB: Governors Award – reading challenge is going well,\nhowever it’s the same children that continue to read at home\nand the same children that don’t so we are keeping a focus on\nthat.", "" ], [ "2.0", "Matters Arising:\n2.1 As above", "" ], [ "3.0", "Planned Development of car park and surrounding area:\n3.1 has been speaking to the DOI but nothing seems to happen,\nnothing has been agreed as yet. Registry should know who owns\nthe land. Parking is still an issue at drop off and pick up times. The\ncarpark has been extended over time and it is thought the\nextended plot is sublet, did this originally belong to the school?", "" ], [ "4.0", "Governors Descriptors (SSRE):\n4.1 Handed out at the meeting by ‘Inspirational’ and ‘Very\nEffective’ targets are very difficult to achieve based upon the\nGovernors role. advised that as a governor for another Primary\nschool, they carried out a walk round with the descriptors in mind,\nthey concentrated on ‘leadership’ and found this to be very\nbeneficial both in class and with the children who were very open.\nThis enabled the Governors to look at ‘leadership’ in every class\nand it proved to be very effective. Agreed to adopt this method,\nto look at the next visit with and to feed into that. Book\ninto the second half of the Summer term.", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "5.0", "Headteacher’s Report:\nThe report was read out to the Board with additional\ninformation/discussion:\n5.1 Revised DEC suspension policy: The policy has now been\nchanged and they have reverted to the original text.\n5.2 (a) Attendance: We are flagging poor attendance figures with the\nrelevant parents and will refer pupils to the Welfare Office if need\nbe for unknown absences.\n5.3 (f) Finance: A Business Fund Proposal was put forward for\ncarrying £6k into the new financial year. This was made up of\n£2k for resources to help with PHE curriculum called ‘Jigsaw’ and\n£4k to develop the outdoor learning area ‘Forrest School’. to\ncirculate the plan to the Governors.\n5.4 (i) Teaching & other school staff: is up and about and\nhaving physio, she has a long recovery journey ahead of her but\nshe is hoping to come back in July. to pass on Governors\nthanks to regarding her help with the Caretaking duties.\nIt was noted that the positive attitude of the kitchen staff has\nmade a huge improvement to school meals, it was suggested that\nwe may be able to involve the children with kitchen\nduties/experiences. We may be able to potentially keep both\nNQT’s as we have one member of staff who may be leaving, is\nvery supportive and will make sure things are in place either way\n5.5 (k) School Improvements: looking at the data against other\nprimary schools we are doing well and where we should be. (\nMetacognition = thinking about how we learn and think).\n5.6 (o) Other matters from the Dept: As well as the Equality Bill, all\nstaff also have to undertake the Financial Regulations training\neven though it is not relevant to some staff, it does however give\nstaff an awareness of the financial regulations. This training is to\nbe done in their own time so there is cost implication to the\nschool.", "" ], "rows": [ [ "6.0", "Attendances:\nThe forms were discussed and contents noted.", "" ], [ "7.0", "Monthly Budget Summaries:\nThe forms were discussed and contents noted.\n7.1 We have been allowed to carry forward into the new financial year\n£6k which is to be spent by the end September 2019", "" ], [ "8.0", "Newsletters:\nThe newsletters were discussed and contents noted.\n8.1 Latest one (No.9 May19) handed out at the meeting", "" ], [ "9.0", "Risk Register:\n9.1 This is an electronic document identifying possible hazards\nhighlighted using a traffic light system. We write what we do to\nnegate the risk. Emergency plan is highlighted as Red as it is\nunder review by the DESC. Our Sept 18 document (emailed to\nat the meeting) names the church as an evacuation point. to\ncheck that the church is listed under the DESC as an evacuation\npoint only and nothing more. In the longer term is not suitable to\nrun a school from the church premises, the DESC would need to\nprovide a solution for this.", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "", "", "ACTION" ], "rows": [ [ "1.0", "Minutes:\n1.1 The minutes of the meeting held on 08 May 2019 were read,\napproved and duly signed, with the following notes:\n(4.1 Governors Descriptors (SSRE)): to bring the descriptors to\nthe next meeting and talk through them with the board.", "" ], [ "2.0", "Matters Arising:\n2.1 As above", "" ], [ "3.0", "Planned Development of car park and surrounding area:\n3.1 emailed but has had no response as yet. to drop\nin to see him.", "" ], [ "4.0", "Membership of Governing Body and Election of Parent Governor:\n4.1 spoke to and also to regarding\nthe forthcoming Act and the potential loss of board members once\nthis Act is in operation. Both are happy for us to continue as we\nare. The Act was rejected and is currently being re-drafted for\npresentation to Tynwald at the end of Autumn.\n4.2 to step down as Parent Governor and to become a Co-opted\nGovernor from the next academic year, to decide/advise how\nlong he will be a Co-opted Governor for.\n4.3 to continue as Chair but will step down once the new Act has\nbeen passed, a phased transition will be required.\n4.4 will also step down as Education Governor.\n4.5 For now, it was agreed that everyone remain until the new Act\ncomes in, at which point we will look at the terms and assess the\nsituation again.\n4.6 A new Parent Governor will be required once steps down, in\nthe past no one else has applied so it might be an idea to encourage\nsome of the new parents ( has some possible candidates in\nmind). A recruitment drive will be needed. Template of Parent\nGovernor post vacancy letter to be sent to for her to edit as\nneeded, also agreed to add the amended letter to the website\n).", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "5.0", "Headteacher’s Report:\nThe report was read out to the Board with additional\ninformation/discussion:\n5.1 (i) Teaching & other school staff: One parent raised concerns\nabout the merging of Y1 and Y2 classes, explained the\nsituation and the reasons behind this merge and the parent was\nsatisfied. All Y1 and Y2 parents have been invited to a meeting\nbeing held in September to run through the details and answer\nany questions or concerns that they may have. A letter has also\nbeen sent out to all parents of Y1 & 2 pupils and all seem happy.\nto send a copy of the letter to the Governors.\n5.2 (j) Standards and Pupil Achievements: the End of Year pupil data\nhas been submitted, data is looking good, details to be given to\nthe Governors at the next meeting in Sept.\n5.3 (k) School Improvements: the school improvement plan was\nlooked at last night (09Jul19) and all successful.\n5.4 (l) Special Educational Needs: Increase in our Special Needs\nsupport staff, budget holder has been transferred to school from\nthe Dept. An ESO (Level2) is being sought from the re-\ndeployment register, interviews next week.\n5.5 (n) Behaviour/Bullying: a more robust implementation of\ncurrent systems and expectations was rolled out and has been\nvery effective so far. Lots of reminders to the children regarding\nlining up quietly, correct uniform etc.\n5.6 (p): Complaints/Concerns: The overview from the parent\nquestionnaire was very positive, to send the overview to the\nGovernors. There were also lots of very nice comments from\nparents on the returned pupil reports.\n5.7 The past few years have been challenging for the staff and the\nschool but it is all feeling very positive now, staff are happier\nwith communications and the work undertaken in the\nbackground over the past few years is now coming to fruition.", "" ], "rows": [ [ "6.0", "Attendances: May 2019 (June 2019 handed out at the meeting)\nThe forms were discussed and contents noted.", "" ], [ "7.0", "Monthly Budget Summaries:\nThe forms were discussed and contents noted.\n7.1 Special Needs budget and ABPF budget to add to future reports\n( )", "" ], [ "8.0", "Newsletters: June (emailed), July newsletter handed out at the\nmeeting.\nThe newsletters were discussed and contents noted.", "" ], [ "9.0", "Any other business:\n10.1 All staff DBS forms have now been submitted to the Vetting\nBureau. On receipt of their certificate each member of staff\nneeds to register for the Update Service within 2weeks from the\ndate of receipt. However we expect certificates to arrive during\nthe school holidays at which point some staff members may be\noff island so could miss the 2 week deadline. to check with\nthe Bureau what will happen if this is the case.\n10.2 DBS forms were handed out to the Governors for completion\nand return\n10.3 advised that is constantly speaking to\nabout the need for a crossing outside the school and it’s\nlooking hopeful that one will be granted.", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "", "i) School Improvement Plan – The School\nimprovement priorities for 2018-19 are\nInclusion and Diversity, ICT and Maths Mastery.\nStrategic action plans are being developed by 3\nteams of staff to include research tasks to\ninform actions and approaches.\nii) Additional Needs – The SENCO attended the\nmeeting to give an update.\niii) Year 6 Residential Trip – Governors gave their\napproval for the Year 6 Residential Trip to\nMaughold Venture Centre in May 2019.\niv) Teacher Governor – Members wished to place\non record their appreciation of the hard work of\nduring her term of office. A small\npresentation took place to .", "" ], "rows": [ [ "4.", "Headteacher’s Pay Review\nMembers were pleased to learn that the Headteacher\nhad successfully passed his appraisal. Governors were\nextremely pleased with his leadership of the school, the\nprogress of the pupils and the ethos of the school. They\ncommended the very good team behind him.", "" ], [ "5.", "Financial Report\nThe September 2018 Financial report was noted.", "" ], [ "6.", "Date of next meeting\nThe next meeting is scheduled to take place on\nWednesday, 30th January 2018 at 1.30 pm", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "", "", "Action" ], "rows": [ [ "", "Appointment of Chairman\nMrs was nominated for the post of Chairman,\nseconded and was duly elected to the role.\nMiss was welcomed as the newly elected\nTeacher Governor.", "" ], [ "1.", "Confirmation of the Minutes\nThe minutes of the meeting held on the 14th November\n2018 were confirmed and signed.", "" ], [ "2.", "Matters arising from the minutes\nThere were no matters arising from the minutes.", "" ], [ "3.", "Headteacher’s Report\ni) Attendance The attendance figures for\nNovember and December 2018 were noted. The\nHeadteacher advised members that the 80%\nattendance threshold was to be changed to 90%\nin the hope that earlier intervention would help\nimprove attendance.\nii) Pupil Suspension nil\niii) Anti-bullying Nothing to report.", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "climbing was discussed.", "", "", "offered her support for the new initiatives and was pleased tree" ], "rows": [ [ "climbing was been introduced.", "", "", "" ], [ "Finance", "", "", "" ], [ "", "", "", "" ], [ "It was confirmed that schools’ budgets are still set annually from April - March, not for the", "", "", "" ], [ "academic year.", "", "", "" ], [ "Management", "", "", "" ], [ "", "", "", "" ], [ "Attempting to tackle the school’s falling roll number, it is hoped that Bright Beginnings Nursery", "", "", "" ], [ "will be running a breakfast club soon in one of our mobiles. Letters went out to families on Friday.", "", "", "" ], [ "However, it was acknowledged that parents will have already made provision for their", "", "", "" ], [ "children from this September. We will monitor its success and consider an after school club", "", "", "" ], [ "too. thinks bus times will not change for the foreseeable future.", "", "", "" ], [ "Staffing", "", "", "" ], [ "", "", "", "" ], [ "There have been 12 applicants for the two 0.2 posts - the shortlisting will be on Friday, 4th", "", "", "" ], [ "October 2019.", "", "", "" ], [ "School Improvement Plan", "", "", "" ], [ "", "explained the revamped provisional School Improvement Plan, an updated", "", "" ], [ "version will be forwarded on to the Governors.", "", "", "" ], [ "The Secretary will forward an updated list of acronyms to the Governors.", "", "", "" ], [ "3. Any other Business", "", "", "" ], [ "Andreas School now has its own Facebook page which some of the Governors have viewed. It was", "", "", "" ], [ "felt that it was an ideal forum to advertise the school - noting that families moving to", "", "", "" ], [ "the Island will look to see what a school has to offer and it was felt the breakfast club was a", "", "", "" ], [ "positive move for the school.", "", "", "" ], [ "The Governors were invited to our Harvest Festival on Tuesday, 8th October at 2pm, at Kirk", "", "", "" ], [ "Andreas Church.", "", "", "" ], [ "The meeting ended at 4.30 pm. The date for the next meeting is Monday, 11th November 2019 at", "", "", "" ], [ "2.45pm when the internal fabric of the school building will be reviewed.", "", "", "" ] ], "row_count": 29, "col_count": 4 }, { "headers": [ "BUSINESS", "", "ACTION" ], "rows": [ [ "2020/01/01", "Apologies for Absence\nThere were no apologies.", "" ], [ "2020/01/02", "Election of New Chair\nwas nominated by and this was seconded by\nwas duly elected as Chair. thanked\nfor holding the position of Chair over the previous\nyears.", "" ], [ "2020/01/03", "Minutes of meeting held on 14th October 2019\nMinutes were circulated and signed by the Chair.", "" ], [ "2020/01/04", "Matters Arising from the Minutes\nThere were no other matters arising from the\nminutes.", "" ], [ "2020/01/05", "Headteacher’s Report\nThe Headteacher’s Report was circulated and\ndiscussed. A copy is attached and forms part of the\nminutes.", "to remind\ngovernors of\nSafeguarding\nTraining nearer\nthe time." ], [ "2020/01/06", "Finance Report\nThe budget summary for December 2019 was\ncirculated and discussed. A copy is attached and\nforms part of these minutes.", "" ], [ "2020/01/07", "Signing of Bank Mandates re New Signatories\nconfirmed that the bank mandates had been\ncompleted and sent off to the bank. Copies are\nattached and form part of these minutes. stated\nthat following from the technical difficulties with the\nbank, they had transferred £100 into the school fund\naccount as a goodwill gesture.", "" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "2020/01/08", "Induction and Child Protection Policies.\nA copy of the policies was circulated. A copy is\nattached and forms part of the minutes. asked\nif the policies were produced by the school or by\nthe DESC. confirmed that they were produced\nby the school.", "" ], "rows": [ [ "2020/01/09", "Meeting on 9th January 2020\nThis was discussed in Point 5.", "" ], [ "2020/01/10", "Role and Responsibilities of Governors\nhanded out paperwork she had gathered\nregarding the roles and responsibilities of Governors.\nasked if he had heard anything further\nregarding the roles of Governors changing as he had\nmentioned previously. responded the roles were\nnot changing as far as he was aware.\nAs per the roles, the Governors agreed to the\nmodified timetable of the seriously ill student.\nasked if it was possible for Governors to hold less\nformal meetings/communicate informally from time\nto time to discuss some matters.", "" ], [ "2020/01/11", "Update on NAHT Industrial Action\nThis was discussed in Point 5.", "" ], [ "2020/01/12", "Update of Repairs following Walk Round\nconfirmed that a list of repairs needed following\nthe walk round was sent to the DOI. So far, the only\nrepair had been the taps in the children’s’ toilets\nbeing replaced.\nstated that she had received a schedule from the\nDOI regarding the repairs with a timeframe grading\nsystem of when repairs would like place.\nresponded back that some of the items were\nunacceptably long and the DOI were going to look\ninto it.", "" ], [ "2020/01/13", "Any other business not on the agenda\nasked if in light of the outbreak of the\nCoronavirus, if there could be communication sent\nout to parents regarding the coronavirus and the\nneed to keep children who are ill off school.\nagreed that a letter would be sent out to parents\nregarding this subject.\nThere being no further business the meeting was\nclosed at 2.30pm.", "Letter to parents" ], [ "2020/01/14", "Date of next meeting\nIt was agreed that the next meeting be held on\nMonday 27th April 2020 at 1.30pm.", "" ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "", "", "ACTION" ], "rows": [ [ "1.0", "Minutes:\n1.1 The minutes of the meeting held on 10 July 2019 were read,\napproved and duly signed, with the following notes:\n(4.1 Membership of Governing Body and Election of Parent\nGovernor): re-iterated that with regard to members and the\nnew Act, the message from the DESC was as long as we have plans\nin place for the long term then we can organise as we see fit in the\nshort term.\n(4.6 Membership of Governing Body): Template of Parent\nGovernor post vacancy letter handed to at the meeting, agreed\nto scan and email this to\n(5.1 (i) Teaching & other school staff): The parents meeting went\nahead regarding the merging of Years 1&2 and all went well, with\nthe parents being satisfied and happy with the outcome.", "" ], [ "2.0", "Matters Arising:\n2.1 As above\n2.2 was voted in as Co-opted Governor and the\nmotion carried, there is now a vacancy for a new Parent Governor.\n2.3 did not bring the descriptors in today as it will take a while to\ngo through them all, agreed for this to be carried forward to the\nnext meeting.", "(agenda)" ], [ "3.0", "Planned Development of car park and surrounding area:\n3.1 dropped in to see as agreed at the last meeting,\nhowever he wasn’t available (he was on holiday). to continue\nto try and see him and will follow it up with a letter.\n3.2 The intended area for development has recently been released and\nlocal residents have given copies of their objections to the school\nfor information purposes. There is a meeting being held at the\nVilla Marina on 18 Sept regarding the proposed development\nwhich local residents can attend and put forward their objections.\nThe cemetery is included in the plans so will be there on behalf\nof the cemetery, agreed it would be advantageous for a\nrepresentative of the Governing Body to be there too –\naiming to be there. to email for his views prior to\nattending. The meeting commences at 9.30am however other\nplanning proposals may be presented on this day too.\n3.3 is to try and have a meeting with the Chief Executive prior to\nabove meeting", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "4.0", "Election of Parent Governor:\n4.1 was approached by an interested party asking when the role of\nParent Governor would be available which is encouraging.\n4.2 Agreed for Parent Governor election letters to be sent out before\nthe end of this term. We also need to add the vacancy to the next\nNewsletter.\n4.3 It was mentioned that it may be helpful if candidates were from\nYear 5 or less, this would alleviate the need to hold another\nelection after a year. However it was agreed that we are not to\ndiscourage anyone as they could of course become a co-opted\ngovernor once their child has left the school.\n4.4 to draft a note as to what is expected for the role, referring to\nthe Instruments and Articles. This is to be circulated to the\nmembers of the board for their input.", "" ], "rows": [ [ "5.0", "Headteacher’s Report:\nThe report was read out to the Board with additional\ninformation/discussion:\n5.1 (d) Repair and maintenance of the fabric of the school; works:\nElectrical sockets were also tested over the summer\n5.2 (f) Finance: ABPF deadline for submitting invoices is 30 Sept\n2019.\n5.3 (g) Health and safety: The meeting last week regarding a crossing\noutside the school was very positive but it will be a long process\nto implement it. There are lots of other aspects to be considered\n(drainage, lighting, emergency services, Bus Vannin etc) and\ntherefore other Government departments will be consulted for\ntheir opinions and input into the proposed scheme.\n5.4 (i) Teaching & other school staff: We have invited the previous\ncaretaker ( ) to come in and read with the children as we felt\nit may help with her recovery.\n5.5 (j) Standards and Pupil Achievements: Data was shared at the\nmeeting\n5.6 (k) School Improvements: Our Vision Statement was shared at\nthe meeting.", "" ], [ "6.0", "Attendances: July 2019\nThe form was discussed and contents noted.", "" ], [ "7.0", "Monthly Budget Summaries: May, June and July 2019\nThe forms were discussed and contents noted.\n7.1 All invoices for the Academic Business Planning Fund (ABPF) are\nto be submitted to the DESC by 30 Sept at the latest.\n7.2 The ABPF budget and Special Needs Books & Materials budget are\nnot shown on the July report. For information the ABPF budget is\n£6,000 and the Special Needs budget is £500.", "" ], [ "8.0", "Newsletters: September newsletter handed out at the meeting.\nThe newsletter was discussed and contents noted.", "" ], [ "9.0", "Any other business:\n10.1 Agreed to hold another Governors Lunch once the new Parent\nGovernor is in place. Date TBC\n10.2 mentioned that it was not clear as to whether the Y6 children\nmoving to high school would be able to have a school meal on the\nfirst day. The cards that are used to purchase food are not given\nout beforehand. The cards are loaded and handed out to the\nchildren on the first day so they can use them for lunch. It was", "" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "", "", "ACTION" ], "rows": [ [ "1.0", "Welcome to New Patent Governor", "" ], [ "2.0", "Minutes of Last Meeting:\n2.1 The minutes of the meeting held on 06 November 2019 were\nread, approved and duly signed, with the following notes:\n(5.0) With regard to Parental Responsibility updating of records\ncan only be done on receipt of a legal document to prove PR.\nThe question was raised in the governors training what is the\nprocess if PR changes half way through a year, who would\nofficially inform the school as at present the onus is on the\nparents to inform the school. There didn’t seem to be a ‘body’\nthat took control of this. Updating of information is the parents\nresponsibility not the schools, maybe add a note to the website\nand make sure there is also a note on the Pupil Record form with\nregard to this.\n(6.0) HT Report (6.1b): Following the governors training\nsession, the suspension process referred to in the minutes was\nconfirmed as correct. During the appeal period (7days) the\nmatter is not to be discussed.", "" ], [ "3.0", "Matters Arising:\n3.1 As above\n3.2 advised that in the recent governors training session there\nwas an emphasis given to situations where pupils are on\namended timetables and governors were requested to examine\nany instances of this in detail at meetings. advised that we\nhave no children on amended timetables at this time. It was\nmentioned that in secondary schools it was recently agreed that\nonly the Chair needed to attend such meetings.", "" ], [ "4.0", "Parents Evening Statistics:\n4.1 Handed out at the meeting, attendance was really good, any non-\nattendees were contacted and offered alternative appointments.", "" ], [ "5.0", "Descriptors (\n5.1 With regard to the governance of the school, the school is\ncurrently classed as ‘Not Yet Effective’. There is not a great deal\nbetween NYE and ‘Effective’ so we should be able to attain this\ngoal next time with progress going towards ‘Very Effective’.\n5.2 The Governing Body is responsible for the control and direction\nof the school but the Headteacher manages it.", "" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "", "the school/Dept receive funds in order to expand the school to\ncope with the inevitable increase in pupil numbers.\n6.4 There are old plans showing an extension to the school, perhaps\nthese could be relooked at. The Nursery building and land\nadjoing the school belong to the DESC.", "" ], "rows": [ [ "7.0", "Governors Role Update:\n7.1 Dealt with in point 5 above", "" ], [ "8.0", "Headteacher’s Report:\nThe report was read out to the Board with additional\ninformation/discussion:\n8.1 (b) Suspension and expulsion of pupils: We have had very\npositive feedback on the Y student following the Y trip this\nweek.\n8.2 (d) Repair and maintenance of the fabric of the school; works:\nDOI visited this week and identified works needed to the\nassembly hall ceiling and lighting, this will be carried out over the\nhalf term holiday, the hall will also be re-painted. The Caretaker\nis on with painting the dining hall at the moment\n8.3 (e) Curriculum: Maths assessment is still a work in progress, is\nat a Maths cluster meeting on Monday so will know more then.\nTeaching and assessment of Science is going really well.\n8.4 (g) Health and safety: (Caretaker) is having an\noperation at the end of February which will require\napproximately 3months of recovery time before returning to\nwork.\n8.5 (h) Management of the school: We need to send our new\nreception children numbers to the DESC at the end of this month,\nwhich may or may not affect staffing levels.\n8.6 (j) Standards and Pupil Achievment: The new tracking system is\nmuch more visual – to be shared with the governors at the next\nmeeting\n8.7 (k) School Improvement Plan: Governors wondered whether\ncould chat to them about what she’s been doing – at\nthe next governors meeting.\n8.8 (n) Behaviour/Bullying: Since the HT report was written has\nhad to send a behaviour letter home to all Y4 parents with regard\nto low level disrespectful behaviour. We have also had to deal\nwith a child behaving badly at the bus stop in the mornings.", "(\nagenda)" ], [ "9.0", "School Document Reviews (Behaviour & Discipline Policy):\n9.1 Handed out at the meeting, to be read by the governors ready for\ndiscussion at the next meeting. The DESC should have a\nbehavior policy on their website which each school uses/adapts\nto suit. All schools may do it slightly different but they do share\ninformation and best practices etc. – send link to governors.\n9.2 The anti-bullying survey was undertaken at Braddan School for\nwhich we had an individual school report but we haven’t been\nissued with the results for the whole island.", "ALL" ], [ "10.0", "Atten dances: Nov & Dec 2019\nThe forms were discussed and contents noted.\n10.1 runs regular reports which highlight any patterns on\nattendances, follows these up with the parents/carers.", "" ], [ "11.0", "Mont hly Budget Summaries: Oct, Nov & Dec 2019\nThe forms were discussed and contents noted.", "" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "12.0", "News letters: Nov, Dec & Jan\nThe newsletter was discussed and contents noted.", "" ], "rows": [ [ "13.0", "Any o ther business:\n13.1 With regard to the ongoing Union negotiations, some union\nmembers will be ‘working to rule’ next week. A ballot showed\nthat they would be in favour of striking, would the school remain\nopen if a strike was called? The school would only close if all\nunions were striking.\n13.2 enquired about the possibility of setting up a school facebook\npage to keep parents up to date with school information. It could\nalso be used to send little reminders out to parents for any\nevents etc taking place. A facebook page would also promote the\nschool to the wider community. advised that the Dept\nstrongly advise schools not to have a facebook page, however it\ncould be set up for reminders only, no photographs of children to\nbe posted. It would be crucial to stay on top of it, moderating\nand removing inappropriate items. We would need to activate\nthe option to turn off comments. is happy to run and\nadminister a facebook page if this is given the go ahead. There\nhave been problems in the past as it is difficult to control what\nother people can post on there. to look at and also to speak to\nthe Dept.\n13.3 also enquired about creating a ‘Friends of the School’ group to\ntry and raise school funds. We had a similar friends group a few\nyears ago but there was always a core group of parents that did\neverything and it was difficult to get others to help out. Agreed\nto have a look at what’s coming up to see what we need money\nfor, dates to be given to Climbing frames are not viable due\nthe amount of ground work that would be needed.\n13.4 The next governonrs training session is on Weds 12 February, 6-\n8pm which links nicely with SSRE. All governors would like\nattend this training date. There is a training session aimed at\nnew governors, however it was earlier in the school year, CPD\nneed to run it again in March\n13.5 advised that at the last Education Council meeting, the\nmembers raised issues with the DOI works dept having a number\nof outstanding jobs at schools. There are not outstanding jobs at\nBraddan at the moment so nothing to report back.", "" ], [ "14.0", "Date of Next Meeting:\nThursday 27 Feb 2020 at 15.45 ( cannot make Weds 26/2).", "" ], [ "", "Meeting closed at 5.30 pm", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "Ballacottier Primary School", "Summer term 2018/19 & 2019/20" ], "rows": [ [ "Braddan Primary School", "Summer term 2019/20" ], [ "Michael Primary School", "Summer term 2019/20" ], [ "Scoill Vallajeelt Primary School", "Spring term 2019/20" ] ], "row_count": 3, "col_count": 2 } ] }, { "case_id": 1730021, "title": "Redeployment", "authority": "Department of Education, Sport and Culture", "date_received": "2021-03-30", "outcome": "All information sent", "summary": "The requester asked for a breakdown of staff redeployed per school during the closure starting March 4th, and the Department of Education provided specific numbers for eight educational institutions.", "key_facts": [ "The request was received on 2021-03-30 and responded to on 2021-04-28.", "Information was provided for 8 schools and colleges regarding redeployed staff numbers.", "Ballakermeen High School had the highest number of redeployed staff with 7.", "The response noted that individuals with multiple roles across schools were recorded only once.", "The authority confirmed that all requested information was sent." ], "data_mentioned": [ "2021-03-30", "2021-04-28", "4th March", "1", "5", "3", "7", "6", "1730021" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "Number" ], "rows": [ [ "Onchan Primary School", "1" ], [ "Peel Clothworkers Primary School", "5" ], [ "Scoill yn Jubilee", "3" ], [ "St Mary's Roman Catholic Primary School", "3" ], [ "", "" ], [ "Ballakermeen High School", "7" ], [ "Queen Elizabeth II High School", "6" ], [ "", "" ], [ "University College Isle of Man", "5" ] ], "row_count": 9, "col_count": 2 } ] }, { "case_id": 1756534, "title": "Ardwhallan Outdoor Education Centre", "authority": "Department of Education, Sport and Culture", "date_received": "2021-04-19", "outcome": "Some information sent but not all held", "summary": "The Department of Education, Sport and Culture responded to a request for financial and operational data regarding the Ardwhallan Outdoor Education Centre, disclosing staff salaries, training costs, grants, and course statistics while noting that some information on equipment purchases was not held.", "key_facts": [ "Staff salary costs ranged from £101,286 in 2014-15 to a peak of £190,341 in 2019-20.", "The centre received a consistent annual grant of £7,500 from the Youth Service between 2018/19 and 2020/21.", "Approximately 1,000 weekly term-time sessions were delivered annually to schools and government establishments.", "The Department confirmed 8 paid government staff were provided to assist the centre.", "Information regarding purchases of equipment and physical resources could not be provided as it was not held." ], "data_mentioned": [ "£96,177", "£190,341", "£7,500.00", "8", "1000 average per annum", "2014-15", "2020/21", "2018/19", "8510", "9547" ], "exemptions_cited": [ "Information not held or cannot be found after taking reasonable steps" ], "tables": [ { "headers": [ "", "2014-15", "2015-16", "2016/17", "2017/18", "2018/19", "2019/20", "2020/21" ], "rows": [ [ "Full time\nNo. of employees\nFull time (Apprentices)\nNo. of employees\nSupply*", "£96,177\n3\n£5,105\n1", "£96,520\n3\n£20,691\n1", "£116,000\n3\n£25,160\n1\n£9,403", "£114,813\n3\n£24,901\n1\n£21,498", "£116,025\n5\n£25,320\n3\n£24,256", "£120,358\n5\n£56,890\n3\n£13,085", "£106,819\n5\n£12,981\n3\n£6,946" ], [ "", "", "", "", "", "", "", "" ], [ "TOTAL", "£101,286", "£117,215", "£150,567", "£161,216", "£165,609", "£190,341", "£126,754" ] ], "row_count": 3, "col_count": 8 }, { "headers": [ "Course", "2011", "2012", "2013", "2014", "2015", "2016", "2017", "2018" ], "rows": [ [ "RLSS Water safety", "", "", "", "", "", "", "4", "" ], [ "Education Visit Leader Workshops", "3", "1", "3", "1", "1", "1", "1", "" ], [ "Education Visit Coordinator Workshops", "2", "", "1", "1", "1", "", "2", "3" ], [ "DofE Supervisor Training", "1 per year depending on demand", "", "", "", "", "", "", "" ], [ "DofE Supervisor Reaccreditation", "1 per year depending on demand", "", "", "", "", "", "", "" ], [ "Weekly term time sessions*", "1000 average per annum", "", "", "", "", "", "", "" ] ], "row_count": 6, "col_count": 9 }, { "headers": [ "Course", "2011", "2012", "2013", "2014", "2015", "2016", "2017", "2018", "2021" ], "rows": [ [ "Education Visit Leader Workshops", "24", "5", "23", "9", "6", "8", "15", "", "" ], [ "Education Visit Coordinator Workshops", "30", "", "7", "11", "1", "11", "19", "27", "" ], [ "DofE Supervisor Training", "", "6", "", "3", "", "3", "", "5", "6" ] ], "row_count": 3, "col_count": 10 } ] }, { "case_id": 1763193, "title": "Governing Body Minutes - Selected Primary Schools", "authority": "Department of Education, Sport and Culture", "date_received": "2021-04-26", "outcome": "Some information sent but part exempt", "summary": "The requester sought governing body minutes for 13 primary schools for the 2018-19 and 2019-20 academic years. The Department of Education provided partial information, citing that some meetings did not occur and redacting personal data under data protection laws.", "key_facts": [ "Minutes were requested for 13 specific primary schools including Anagh Coar, Ballasalla, and Bunscoill Ghaelgagh.", "The request covered all meetings held during the 2018-19 and 2019-20 academic years.", "Some information was withheld because governors' meetings did not take place for certain terms.", "Personal information within the minutes was redacted to comply with data protection principles.", "The response was issued on 24 May 2021 following a request received on 26 April 2021." ], "data_mentioned": [ "1763193", "2021-04-26", "2021-05-24", "2018-19", "2019-20", "180", "3", "13", "section 11 (3) (a)", "section 25", "Article 5", "Article 6", "18th October", "2.30 pm", "19th July 2018" ], "exemptions_cited": [ "Section 11 (3) (a) of the Freedom of Information Act (information not held or cannot be found)", "Section 25 of the Freedom of Information Act (absolutely exempt personal information)", "Article 5 of the General Data Protection Regulation (data protection principles)" ], "tables": [ { "headers": [ "", "Spring term 2019/20" ], "rows": [ [ "Foxdale", "Spring & summer term 2019/20" ], [ "Jurby", "Spring & summer term 2019/20" ], [ "Marown", "Spring & summer term 2019/20" ], [ "Scoill Phurt le Moirrey", "Summer term 2019/20" ], [ "St Thomas’", "Spring & summer term 2019/20" ], [ "Willaston", "Spring & summer term 2019/20" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "Minutes of Foxdale Governor’s Meeting 24 September 2018", "", "" ], "rows": [ [ "Item", "", "Action" ], [ "", "Those Present: ,\nIn Attendance:", "" ], [ "1", "Introduction and welcome to\nintroduced (the newEducation Council member) and\nwelcomed her to Foxdale Governor’s.", "" ], [ "2", "Election of Chairperson\nAs (previous Chairperson) was no longer a Governor at\nFoxdale a new Chairperson needed to be elected for the period Sept’18 -\nJan-19. proposed and seconded, accepted.", "" ], [ "3", "Apologies:\n- informed those present that an email had been\nreceived from stating that she would be stepping down as\nParent Governor due to work and family commitments.", "" ], [ "2", "Minutes: Minutes of the previous meeting were agreed as a true record\nby those present.\nMatters Arising: confirmed that a 0.4 teacher ( ) had\nbeen appointed. reported that the Headteacher’s appraisal meeting,\nattended by and with , was very positive.\nsaid that was very happy with the school and that the staff and\nwere all reported as being highly effective.", "" ], [ "3", "Head’s Report:\nCopies of the Head’s report were given to those present and discussion\ntook place.\nFabric of the School:\nWe have had some work completed over the summer, the entrance area\nceiling has been replaced. New lighting has been fitted here and along\nthe main corridor. The disabled toilet is currently undergoing a refurb,\nthis has taken a longer time than we had anticipated but is now nearing\ncompletion.\nhas been busy during the summer preparing and painting\nsome of the walls in the hall and corridor. We have again had leaks\nthrough the roof damaging the ceiling tiles, this has, again, been\nreported.\nHealth & Safety:\nSome of the teacher’s first aid certificates are due to run out later this\nterm so I have booked places on the next four courses, this means that\nby the middle of October all staff, including support staff will be fully\ntrained.\nCurriculum and Resourcing:\nThis term all of our topics have a literacy theme. Cornelly have been\nlooking at comedy stories, they are also looking at food production and\nhave been on a trip to the creamery. This should fit in nicely with our\nHarvest celebrations at the end of the half term. Cornelly also have a trip\nto Ardwhallan planned shortly with Y6 staying overnight.\nBeckwiths have been studying The Iron Man by and have\nalso been looking at a range of poetic forms. Beckwiths have embraced\nthe mile a day challenge and are enjoying their daily walk come rain or\nshine.", "" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Minutes of Foxdale Governor’s Meeting 19 March 2018", "", "" ], "rows": [ [ "Item", "", "Action" ], [ "", "Kionslieu and Cronk Vane are looking at the Mr Men and Little Miss\nbooks. Reception have settled into routines very well and appear\nvery confident around the school and in the playground.\nManagement of School/Staff\nClass structure:\nCronk Vane R/Y1 - - 22 pupils\nKionslieu Y2 - - 14 pupils\nBeckwiths Y3/Y4 - - 27 pupils\nCornelly Y5/Y6 - - 25 pupils", "" ], [ "", "Attainment:\nAttainment data was given out to those present, (see Head’s report\nfor details) discussion took place.", "Action" ], [ "", "School Development Plan - Update on Progress\nSchool development priorities are being discussed with staff at the\nmoment.", "" ], [ "", "Risk Register\nPolicies currently being reviewed by staff this half term:\nHealth & Safety\nBehaviour\nAnti Bullying policies\nChild Protection", "" ], [ "", "Special Needs:\nThere are on the special needs register with 3 of these\nat higher level needs.", "" ], [ "", "Reception - 0\nYear 1 - 1\nYear 2 - 1\nYear 3 - 3\nYear 4 - 2\nYear 5 - 7\nYear 6 - 4", "" ], [ "", "Finance", "" ], [ "", "See finance sheet - copies of the latest finance report was give out\nto those present and discussion took place.", "" ], [ "", "", "" ] ], "row_count": 10, "col_count": 3 }, { "headers": [ "Minutes of Foxdale Governor’s Meeting 19 March 2018", "", "" ], "rows": [ [ "Item", "Special Needs:", "Action" ], [ "4", "Vision\ninformed those present that all school staff had looked at the\n‘old version’ of the school vision, discussion took place and ideas\nput forward, from that a ‘new vision statement’ was produced. The\nschool council had also had an input. A draft document was given\nout to those present for approval, everyone was very happy with it\nand will now send it out to parents.", "" ], [ "", "Attendance report\nSee attached sheet", "" ], [ "", "Any Other Business:\nNone", "" ], [ "", "Next meeting dates:\nMonday 19th November at 4pm\nMonday 21st January 2019 at 4pm", "" ], [ "", "Dates:\nMcMillan coffee morning - Friday 5th October 10am-12pm\nHarvest concert followed by tea - Thursday 25th October\n2:15pm\nHarvest concert for parents - Friday 26th October 2.30pm\nFOFS Santa Drive - Friday 30th November 6:30pm\nSchool Nativity - Thursday 13th December 2:15pm & 6:15pm\nCarol Service at St Paul’s 17th December 6:15pm", "" ], [ "", "Meeting closed at 5.10pm", "" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Minutes of Foxdale Governor’s Meeting 19 November 2018", "", "" ], "rows": [ [ "Item", "", "Action" ], [ "", "Those Present:\nIn Attendance:", "" ], [ "1", "Apologies", "" ], [ "2", "Minutes: Minutes of the previous meeting were agreed as a true record\nby those present.\nMatters Arising:\n- enquired about the election of a parent governor to replace\n- nomination forms will be sent out to parents shortly.", "" ], [ "3", "Teacher’s Performance Management:\ninformed those present that performance management meetings had\ntaken place with two members of the teaching staff, both have achieved\ntheir targets.", "" ], [ "4", "School Improvement Plan:\ngave out copies of the School Improvement Plan (draft) the 3 main\npriorities for 2018/19 as identified within the current SSRE are:\n1. Leadership and Management\n2. Pupil Progress\n3. Curriculum\nasked Governor’s if they would like to volunteer to be involved.\noffered to be involved with Outdoor Learning. would continue to be\ninvolved with reading/writing and the beginnings of Maths Mastery.", "" ], [ "5", "Any Other Business:\n- the school council would like to raise money to enable them to\nsponsor one of the new Heritage information boards that are being\nproduced by Foxdale Heritage and sited around the village. Sponsorship\nof a board is £300 each.\n- with regard to the renovation of the clock tower area in the village,\nasked if school would be interested in producing some kind of mosaic\nfor the walls. Discussion took place, possible themes: mines/railway/\nwaterfall. agreed it was a nice idea but that it would need someone to\nlead it, possible candidates were discussed.\nMeeting closed at 5pm.\nDate of next meeting: Monday 21st January 2019 at 4pm", "" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Minutes of Foxdale Governor’s Meeting 21 January 2019", "", "" ], "rows": [ [ "Item", "", "Action" ], [ "", "Those Present:\nIn Attendance:", "" ], [ "1", "Introduction and welcome to\nwas welcomed to the Board of Governor’s by and everyone\nintroduced themselves to him.", "" ], [ "2", "Election of Chairperson\nproposed , seconded.", "" ], [ "3", "Apologies: None", "" ], [ "2", "Minutes: Minutes of the previous meeting were agreed as a true record\nby those present.\nMatters Arising:\nNew parent governor has been appointed - .\n- clock tower mosaic - had spoken to someone at QEII and found\nout that someone had done a similar project at Bunscoill Rhumsaa.\nwill contact the school to find out who it was and get an idea of the\ncosts involved.", "" ], [ "3", "Head’s Report:\nAttendance:\n88 pupils on roll. Possible attendance marks: 2640 Present marks: 2460\nAuthorised absent marks: 120 Unauthorised absent marks 60. LAC - 1\nFabric of the School:\nWe have had a problem with one of the lights in the sports hall, the cover\nwas hanging off and it looked as if it might fall. As it was a health and\nsafety risk Works responded quickly and this has since been repaired.\nThey also replaced a light fitting in Cornelly class.\nOn a tour of the building after the holidays noticed some\nbroken drain pipes, these have been removed and we are awaiting\nWorks to come and replace them.\nWe had a leak in the junior boys toilets, this has been fixed.\nAn annual inspection of our outdoor play equipment took place, no major\nproblems were identified, some minor repairs to be carried out and some\nroutine maintenance is needed but as the equipment in question is on the\nfield we have time to get it sorted before the good weather.\nWe have again had leaks through the roof damaging ceiling tiles, this has\nagain been reported.\nHealth & Safety:\nAll staff have attended first aid courses and their certificates are now up\nto date.\nI have arranged a L2 safeguarding refresher course for 11th February.\nWe will be joined by some staff from Manor Park for this. invited\nGovernor’s to attend if they wish and asked them to inform if they are\ncoming.", "" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "", "", "" ], "rows": [ [ "Item", "", "Action" ], [ "", "Curriculum and Resourcing:\nThis year all of our topics have a local history theme.\nCornellly have been looking at Keels and Tholtans. came\ninto the class to give the children a talk and the children had a trip out to\na Tholtan in East Baldwin.\nBeckwiths are looking at the Victorians and more specifically great\ninventors. They will be taking a trip to the Old Grammar school in\nCastletown and the Grove Museum among other places.\nKionslieu are looking at transport on the Isle of Man and are currently\nstudying trains and are hoping to have a trip on the steam train and visit\nthe museum in Port Erin.\nCronk Vane are looking at houses and homes. They are looking at\nmaterials in science and looking at the different materials used in and\naround the home, they will then be looking at Foxdale village and doing a\nlocal study of the different buildings around us.", "" ], [ "", "Management of School/Staff\nNo changes have been made to the class structure.", "" ], [ "", "Attainment:\n% of pupils on track to achieve at least expected attainment by end\nof academic year.\nReception GLD\n71%\nYear 1 1a\nReading 37%\nWriting 13%\nSp and L 63%\nMaths 63%\nScience 75%\nYear 2 2b\nReading 50%\nWriting 64%\nSp and L 79%\nMaths 79%\nScience 100%\nYr3 2a/3c\nReading 94%\nWriting 88%\nSp and L 100%\nMaths 100%\nScience 100%", "Action" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "", "Minutes of Foxdale Governor’s Meeting 19 March 2018", "" ], "rows": [ [ "Item", "", "Action" ], [ "", "Yr4 3b\nReading 75%\nWriting 88%\nSp and L 88%\nMaths 100%\nScience 100%\nYr 5 3a/4c\nReading 77%\nWriting 70%\nSp and L 85%\nMaths 85%\nScience 100%\nYr 6 4b\nReading 92%\nWriting 77%\nSp and L 100%\nMaths 92%\nScience 100%", "" ], [ "", "School Development Plan - Update on Progress:\nOur three areas for development this year are:\n1. Leadership and Management:\nTo raise levels of confidence and expectations amongst\nstaff and pupils by leading the implementation of a\nmaths framework, based on mastery principles.\nled a staff meeting on this and encouraged all staff to\nlook at the curriculum and try out some of the principles. All\nclasses are trialling the new approach and already we are\nseeing areas which work well and some which don’t fit with\nour philosophy. will undertake a review of how it is\ngoing in the school later this term.\n2. Pupil Progress:\nTo raise achievement in the Foundation Stage in\nimprove outcomes and to raise attainment and\nachievement in reading and writing for identified\ncohorts across the school.\nhas predicted that 71% will achieve a GLD by\nthe end of the year. Compared to 57% last year. We do have\nto bear in mind that 64% of this cohort are summer term\nbabies. Including two sets of twins. This is an ambitious\ntarget and we will be monitoring progress closely.\n3. Curriculum\nTo develop further challenge in the outdoor learning\nenvironment.\nAll classes have had outdoor lessons and has\nbeen developing an area outside her classroom so that she\ncan include this in her daily challenges for the children.", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "Minutes of Foxdale Governor’s Meeting 19 March 2018", "", "" ], "rows": [ [ "Item", "", "Action" ], [ "", "Risk Register\nPolicies reviewed this term:\nICT including I safety\nAll classes take part in Safety lessons during the Autumn term.\nVolunteers in School Policy. This was updated this term and\nreviewed by staff.\nasked if the whole of the Risk Register could be viewed at the\nnext meeting", "to action" ], [ "", "Special Needs:\nThere are 21 children on the Special Needs register with 3 of these\nat higher level needs.\nReception - 1\nYear 1 - 1\nYear 2 - 2\nYear 3 - 5\nYear 4 - 2\nYear 5 - 7\nYear 6 - 3", "" ], [ "", "Finance: See separate finance sheet. Copies of the latest\nfinancial report were given to those present and discussion took\nplace.", "" ], [ "", "Equality Act 2017:\nWe have been asked to bring the partial implementation of the\nEquality Act 2017, on the 1st January 2019, to the attention of\nGovernor’s and specifically details of arrangements for equality\ndispute resolution. More information can be obtained by following\nthis link:\nwww.gov.im/about-the-government/departments/education-sport-\nand-culture-and-publications/equallity-in-education/", "" ], [ "", "Any Other Business:\nNone", "" ], [ "", "Next meeting dates:\n04 March 2019\n29 April 2019 (including inspection of school building/grounds)\n24 June 2019\nAll meetings are at 4pm in school.", "" ], [ "", "Dates:\nL2 Safeguarding refresher course - 11th February at 15:45 in\nschool.", "" ], [ "", "Meeting closed at 4:55pm", "" ], [ "", "", "" ] ], "row_count": 10, "col_count": 3 }, { "headers": [ "Minutes of Foxdale Governor’s Meeting 4 March 2019", "", "" ], "rows": [ [ "Item", "", "Action" ], [ "", "Those Present: ,\nIn Attendance:", "" ], [ "1", "Apologies:\nNone", "" ], [ "2", "Minutes: Minutes of the previous meeting were agreed as a true record\nby those present.\nMatters Arising:\nNone", "" ], [ "3", "Head’s Report:\nAttendance:\n88 pupils on roll. Percentage present: 90.1% authorised absent marks:\n221 unauthorised absent marks: 40 (includes ‘lates’ after register has\nclosed) LAC - 1\nFabric of the School:\nWe have reported a problem with some of the radiators, this has not been\naddressed and on chasing it up was asked to bleed the valves.\nThis has been done but it looks as if the problem could be more\ncomplicated. We are waiting for someone to come and look at them\nagain.\nThe sports equipment in the sports hall has been inspected and several\nminor repairs have been carried out as a result of the report. Two of the\nwooden benches needed some work. It has also been decided that the\nuprights of the netball posts needed to be padded, this has also been\nfitted.\nHealth & Safety:\nAll staff except two have completed the level 2 safeguarding training held\nin school. We also opened this up for other staff to attend from other\nschools.\nThe remaining staff from Foxdale will need to attend courses run by other\nschools, these are held regularly across the Island.", "" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "", "Minutes of Foxdale Governor’s Meeting 4 March 2019", "" ], "rows": [ [ "Item", "", "Action" ], [ "", "Curriculum and Resourcing:\nThis half term, Cronk Vane are exploring different habitats - The rainforest, the\npolar regions and Foxdale. Each week they will research information about these\nhabitats and find out about the animals and people that live there. Over time,\neach area will be compared and contrasted. In literacy, the focus is on simple\nnon-fiction texts. First the children will be reading non-fiction texts, then building\nup towards writing their own. The Year One children will write a caption and a\n‘did you know?’ fact, and the reception children will write a caption. When\nlearning about the Rainforest, the children will listen to a presentation from\nwho has visited a rainforest whilst travelling in Australia. The children will\nfocus on scientific enquiry when learning about the polar regions and carrying\nout ‘ice’ experiments. Towards Easter, the children will be walking around\nFoxdale to find local areas of interest, as well as looking at the different types of\nhouses there are. Their findings will be drawn up on a simple map and they will\nlook at photos, past and present. They will talk about what people do to look after\ntheir local area. In maths, they will undertake a traffic survey and discuss road\nsafety. On 14th March, they are going on a trip to the Manx Museum to take part\nin the workshop ‘Ingenious Insects’ which will fit in with next term’s topic.\nAlongside their non-fiction focus, they will write simple stories about ‘Spencer’s\nCat’.\nKionslieu are enjoying a Talk for Writing on the Whole School Theme of ‘Spencer’s\nCat’, alongside a broader ‘Pets’ topic. has adapted ‘Spencer’s\nCat’ story to be academically appropriate to the Year 2 children. In Numeracy\nKionslieu are undertaking a topic on ‘Statistics’, and more specifically data collection,\nand how to present said data in the creation of Tally Charts and Pictograms. The\nchildren will learn how to draw and interpret these graphs. In Music the children\n(along with the Year 1 children) are enjoying a focus upon the ‘visual’ element of\nmusic, and are learning how to pictorially represent the music they hear. They will\nread ‘Whatever Next’, (about a bear going into Space) and then they\nwill enjoy and interpret upon Holtz’s ‘The Planets’.\nThis term, Beckwiths have been studying the Victorians, including Victorian\nInventors. We are writing biographies and poetry.\nWe have explored in science, materials common to Victorians and the new\nmaterials which came from 1907, like plastic.\nWe have been dabbling in SOLE – School in the Clouds! Which links with P4C.\nAs such the children were given a class question – What’s the fuss about\nplastic?\nThey have researched, made notes, debated and carried out whole class writing.\nWe also have a trip to the old Grammar School at the end of March.\nAs , Cornelly Class teacher, was present at the meeting he informed\nGovernor’s of the topics they were covering this term which has included finding\nout and visiting Keeills on the Island, is covering Life Cycles and as\npart of this topic the class are observing tadpoles in class. They are also using\n‘Spencer’s Cat’ for their talk for writing sessions. is also continuing\nCornelly’s outdoor learning and may possibly organise a campfire tea to which\nparents will be invited.", "" ], [ "", "Management of School/Staff\nI am pleased to report that our staffing has been increased from September.\nThis has meant that can become full time and will be with\nus for two whole days.\nProposed structure for next September:\nR/Y1 (24)\nY2/3 (22)\nY4 (18)\nY5/6 (4 days) (1 day) (25)\nPPA cover and", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "Minutes of Foxdale Governor’s Meeting 4 March 2019", "", "" ], "rows": [ [ "Item", "", "Action" ], [ "Finance", "See separate finance sheet. Copies of the latest financial report\nwere given to those present and discussion took place.", "" ], [ "4", "Risk Register:\npassed round the school Risk Register folder for Governor’s to\nlook at, discussion took place regarding various procedures in\nplace.", "" ], [ "", "Any Other Business:\nasked about inconsistencies regarding putting pictures of\nschool children on Facebook pages. Discussion took place, it was\nrecommended that pictures of pupils should not be put on\nFacebook pages but to put a link to the school website/particular\ntrip or project instead where images can be properly protected.", "" ], [ "5", "Governor Training - Update\nSafeguarding training session at 15 May 2019 6-8pm\nRecruitment and Retention of Staff - 29 April 6pm", "" ], [ "", "Next meeting dates:\n29 April 2019 (including inspection of school building/grounds)\n24 June 2019\nAll meetings are at 4pm in school.", "" ], [ "", "Meeting closed at 17:10", "" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "rece" ], "rows": [ [ "w" ], [ "" ], [ "" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "Scoill Phurt le Moirrey\nMeeting of the School Governing Body\nHeld at Scoill Phurt le Moirrey\n10th July 2019 at 9.30am", "", "" ], "rows": [ [ "Present: (Education Council Member), (Coopted\nGovernor/Chairperson), (Teacher Governor),\n(Parent Governor)\nIn Attendance: (Headteacher), (Scribe)\nApologies: (Coopted Governor)", "", "" ], [ "Item", "Agenda", "Action" ], [ "1", "Confirmation of Minutes", "" ], [ "", "The minutes of the meeting held on the 28th February 2019 were\nconfirmed and signed by the Chairperson.", "" ], [ "2", "Matters Arising", "" ], [ "", "It was confirmed that there would be an annual check of first aid\nitems.\nThe governors met with (Link Advisor) who\nconfirmed our SSRE assessment of governance as effective with\nsome elements of very effective.\nhas collated the document but the Education Bill\nhas now been postponed.", "" ], [ "3", "Risk Register", "" ], [ "", "Five items to be looked at each governor meeting in order to get\nthrough the risk register. Items to be prioritised.\n20. Emergency Plan has been written. Annual Reviews will be\nin April.\n23. Changed from orange to blue – wording not changed.\n7. Agreed okay so no change.\n38. Recruitment of Parent Governor – concerns discussed with\nLegal and Administration Department ( ) – procedure\ncorrect, risk is moderate – change control from red to blue.\nGDPR risks – issues raised by Legal and Administration\nDepartment – information handed out to governors at meeting.\nNeed to remove external email addresses from BizHub.", "" ] ], "row_count": 8, "col_count": 3 }, { "headers": [ "", "Headteacher to add all risks listed on Legal and Administration\ndocument to the school risk register.\nDoes the Equalities Act need to be put on the Risk Register?\nEqualities Act is included in all policies. All the staff trained.\nRisk perceived as the school being open to accusation.\nHeadteacher to seek advice from colleagues and Legal and\nAdministration.", "" ], "rows": [ [ "4", "Y5/6 Sanitary Disposal", "" ], [ "", "There is one sanitary bin in the junior girls toilets. Supplies of\nsanitary items are available for pupils at school.", "" ], [ "5", "SEN Budget – Strategy for Devolved Budget", "" ], [ "", "Headteacher received delegation last week. In order to recruit\nthe staff required for September the Headteacher has to wait for\nthe displacement of ESOs from other schools before she is able\nto recruit on the 17th July 2019 (two days before we break up for\nthe summer holiday). This is not enough time to get the right\nstaff in place. Staff are being chosen for the school so not full\ndevolvement. Headteacher to speak to OHR about restructuring\nstaffing as Level 2 ESO could be used instead of the more\nexpensive Level 3 in some situations.\nThe governors understood the Headteacher’s concerns and\noffered to support any action the Headteacher needed to take if\nsafety is felt to be an issue.", "" ], [ "6", "Feedback from Validation", "" ], [ "", "Email received from validator who said he was “very impressed\nwith School Council when taken around the school – best tour.”\n“Welcoming and nurturing school.” Headteacher very pleased\nwith the feedback from validator. Comments on governance –\nvalidator felt that governance was moving towards effective and\ngave some advice on progressing this. SIP, Involvement with\nSSRE, making hard decisions. More dynamic influence when in\ndecisions affecting the school.\nThe governors feel that because they meet infrequently, decisions\nhave to be made ultimately by the Headteacher, although\ngovernors feedback is occasionally asked for, when required.\nHeadteacher to approach other headteachers to discuss good\npractice so that our level of effectiveness can be increased.", "" ], [ "7", "Headteacher’s Report", "" ], [ "", "Matters arising from the report:\nLibrary provision – boxes of books are available around the", "" ] ], "row_count": 8, "col_count": 3 }, { "headers": [ "", "school instead of having a library. Children may take books\nhome to read. Love of reading encouraged. SPLM moving away\nfrom the old fashioned use of a library.\nCornerstones – going well – no concerns from parents.\nClimbing frame to be removed over the summer break.\nClass bases will be mixed up in September 2019 – Year 6 to\nmove their classroom to class base 3. Feedback from the\nchildren is that they are excited about the move to classbase 3.\nParent Governor feedback - Parents perception in YR/1 are that\nthe children are being kept behind. It was agreed that this was\nbecause it was a new concept to parents who were new to the\nsystem of teaching mixed classes.\nBuddy system – agreed that it was a good system and that it was\nworking. Older children are very protective of the younger ones.\nThis was especially noticeable at sports day.\nAgenda item for next meeting – SIP information.\n2018/19 SIP evaluation to be forwarded before next meeting.", "" ], "rows": [ [ "8", "Governor Training", "" ], [ "", "Governor Training to go on future agendas.\nParent Governor training – the first course for governors is rather\nlate as it takes place in October?\nSafeguarding course attended – general agreement that the\ngovernors who attended would have liked more solutions to\nproblems. There were lots of reasons why children have\nproblems, but a lack of solutions. No formalised way of\nrecording ACES (bad experiences in life, bereavement etc) so\nthat intervention can be put in place. Support needed for\nchildren when things are uncovered so that they have support in\nplace in order to move on practically and emotionally.\nDisenchantment felt with courses being attended but not being\nfollowed up or built upon afterwards.", "" ], [ "9", "Confirmation", "" ], [ "", "We consider and concur that we are within all statutory\nrequirements.\nAgenda September 2019 – second term ends.", "" ], [ "10", "Date of the Next Meeting", "" ], [ "", "The date of the next minuted governors’ meeting will take place\non Friday 27th September 2019 at 10.15am", "" ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "", "The date of the next unminuted governors’ meeting will take\nplace on Friday 29th November 2019 at 10.00am - Fabric of the\nschool.", "" ], "rows": [ [ "", "Parent Governor Questions\nHow to encourage children to drink their water? Headteacher\nasked if the parent governor could ask parents to forward their\nideas to her. Parent governor to pass this message back.\nTeachers will be asked to encourage children to drink.\nWould it be possible to provide a fridge for packed lunches?\nSuggestion – put the following in a newsletter - use ice blocks in\nlunchboxes and encourage children to drink their bottles of water\nwhilst at school.\nCould the school provide ice for drinks – water is chilled at\nsource (water fountains) so not required.\nCould recycle bins be placed in the playground?\nexplained the recycling position at the moment in the Isle of\nMan. Only cans and glass are economical to recycle, neither of\nthese items are used by pupils at school, so recycling bins are not\nrequired. There are problems with who empties the bins and the\npossibility of the bins being set alight (weekends/evenings). The\nHeadteacher will speak to PSM Commissioners and Legal and\nAdministration Department about recycling bins.", "" ], [ "", "School Dog – SPLM are to get their own dog in September. It\nwill be trained to be an assistance dog. Paws for therapy will be\ninvolved. The dog will be exercised off the school grounds.\nNew ‘no dogs’ signage to be put up on exterior walls explaining\nschool dog on premises.\nThe governors gave their blessing to the initiative.", "" ], [ "", "Meeting ended at 11.15am", "" ], [ "", "", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "", "", "", "", "" ], "rows": [ [ "", "Minutes of Foxdale Governor’s Meeting 19 November 2019", "", "", "" ], [ "", "Item", "Those Present: ,\nIn Attendance:", "Action", "" ], [ "", "1", "Apologies: None", "", "" ], [ "", "2", "Minutes: Minutes of the previous meeting were agreed as a true record\nby those present.\nMatters Arising:\ninformed those present that, as term as teacher governor,\nhas come to an end, he would have been replace by but as\nshe is about to start maternity leave it has been decided that the staff\nwould take turns to attend meetings until return.\nthanked for his input and hard work during his term in office.", "", "" ], [ "", "3", "Head’s Report:\nCopies of the Head’s report were given out to those present and\ndiscussion took place.\nFabric of the school:\nNew front doors fitted over the summer. The lip of the door is a little\nhigher than the old one which could be a trip hazard. This has been\nreported to Works.\nHealth & Safety:\nThe path around the back of the sports hall has been treated with anti-\nfungal chemicals.\nOverhanging branches have been cut back, leaves have been cleared\nfrom the playground. will continue with this work doing the\nAutumn term as well as keeping drains and gutters clear of debris.\nCurriculum and Resourcing:\nThe teaching staff are basing their topics around Literacy this term.\nCornelly are looking at significant authors and biographies and have\nstarted preparing for writing their own adventure stories with trips to\nArdwhallan and Archallagan plantation,\nBeckwiths are writing stories from different points of view. They have\nvisited the Grove and the Manx Museums.\nKionslieu are enjoying the stories of Roald Dahl. They have visited the\nchildren’s library to attend a Roald Dahl session.\nCronk Vane are looking at their own lives for inspiration for their writing\nand looking at special days and celebrations. They have also had a trip to\nthe Wildlife Park.\nWe have also been making good use of the Computer Bus before it\nis permanently parked up. It was in school every Tuesday up to half\nterm.\nTeachers have devoted another staff meeting to looking at Teaching\nfor Mathematical Understanding. We have also taken out a\nsubscription to the White Rose online resources. enquired as\nto what the implementation of Maths Mastery framework had meant\nfor the teaching staff. explained how it has been implemented\nat Foxdale and commented that the White Rose resources , which\nare readily available, are very good.", "", "" ], [ "", "", "", "", "" ] ], "row_count": 6, "col_count": 5 }, { "headers": [ "Minutes of Foxdale Governor’s Meeting 19 November 2019", "", "" ], "rows": [ [ "Item", "Management of School/Staff:\nhas started her maternity leave.\nI am currently employing staff on supply to fill in vacant hours and\nhave submitted the forms to HR to change these properly.\nhas increased her hours from 0.3 to 0.4\nhas increased her hours from 0.6 to 1\nAs we have had an increase in Workload budget I am currently\nasking to increase her time with us so she is now in five\ndays a week.\nCurrently the arrangement of four classes is working well\nYR/1 - 23 children\nY 2/3 - 22 children\nY 4 - 18 children\nY5/6 - 22 children", "Action" ], [ "", "Attainment:\nFull data regarding Attainment was included in the Head’s Report\n(see copy for details) and discussion took place.\nAttainment in Foundation Stage is effective overall\nAttainment at the end of KS1 is effective overall\nAttainment in KS2 is very effective overall\nRisk Register:\nA copy of the Data Protection Policy was provided for Governor’s to\nreview. This document will form part of the school risk register.\nHead Teacher’s Performance Review:\nand met with . said that the meeting was\nvery positive. Praise was given for both the Head and the whole\nschool team. The importance of the role of the school within the\nCommunity and how well it works was noted. It was agree that all\nlast years targets had been met and targets for the new year were\nset.", "" ], [ "", "Special Needs:\nThere are 21 children on the special needs register with 3 of these\nat higher level needs:\nReception - 0 (not yet assessed)\nYear 1- 1/Year 2 - 1/Year 3 - 4/Year 4 - 7/Year 5 - 2Year 6 - 6", "" ], [ "", "Date of next meeting:\nTuesday 4th February 4pm\nTuesday 31st March 4pm,", "" ], [ "", "Meeting closed at 16:45", "" ], [ "", "Signed: Date:", "" ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "Scoill Phurt le Moirrey\nMeeting of the School Governing Body\nHeld at Scoill Phurt le Moirrey\n8th October 2019 at 9.30am", "", "" ], "rows": [ [ "Present:\nIn Attendance: (Headteacher), (Scribe)\nApologies: (Teacher Governor) – on a course", "", "" ], [ "Item", "Agenda", "Action" ], [ "1", "Co-opted Governor – end of second term", "" ], [ "", "was co-opted for a third term. Proposed\nby and seconded by was welcomed\nback by .", "" ], [ "2", "Confirmation of Minutes", "" ], [ "", "The minutes of the meeting held on the 10th July 2019 were\nconfirmed and signed by the Chairperson.", "" ], [ "3", "Matters Arising", "" ], [ "", "Equalities Act – to be done by\nY6 classroom move – all settled and fine.", "" ], [ "4", "Headteacher’s Report", "" ], [ "", "Matters arising from the report:\nGovernors were advised that (Year 3\nTeacher) was leaving SPLM, at Christmas, after securing a\nposition at DESC.\nNew ESO’s - all settled very well.", "" ], [ "", "", "" ] ], "row_count": 11, "col_count": 3 }, { "headers": [ "5", "Risk Register", "" ], "rows": [ [ "", "Five items to be looked at each governor meeting in order to\nget through the risk register. Items to be prioritised.\nItems 41 – 46 on the Risk Register were considered and\namendments suggested. Updates on these items will be\nconfirmed at the next meeting and should be on the next\nagenda.\nClarification re staff laptop security was sought by\nwill find out if there is a DESC policy regarding this issue.\nICT Acceptable Use Policy – governors would like to see this.\nGovernors asked to add the school dog to the Risk\nRegister.", "" ], [ "6", "Validation Report", "" ], [ "", "Excellent validation. Governors gave their congratulations to\nthe Headteacher and staff for achievements.\nGuidance given by (Validator) to\nHeadteacher. SIP should be about the impact of outcomes on\npupils.\nAction Plans should focus on how adults are going to make\nthis happen.", "" ], [ "7", "SIP Information and School Vision", "" ], [ "", "OUR School Vision\n• healthy work/life balance - staff support systems are\nvery important so that they are able to flourish in their\nwork environment. Work/Life balance very important.\n• Technology - 26 devices (iPads and laptops) are\nsupplied for the whole school. Technology plays an\nimportant part in the school curriculum. Guided\nreading can now be on the internet – teaching children\nhow to use computers safely and well. How to be\ndiscerning - is it real or ‘fake news.’\nDevelopment of Maths Mastery and new Assessment\nDocument will be on the SIP 2019/20\n25th Year Celebration has taken place.\nPowerful Learning – reach out to parents, invite them in to\nschool. Parents very positive and like to be kept informed.", "" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "", "Parent Governor – finds it difficult to understand the\ncurriculum and would welcome more information for parents.\nHeadteacher to add to SIP – Parents’ Evenings information out\nfor parents. Invite parents in for a ‘lesson.’\nSIP targets discussed.", "" ], "rows": [ [ "8", "Parent Governor Items", "" ], [ "", "Bins – Headteacher still waiting for a response from Legal &\nAdmin regarding provision of waste bins. Rubbish bins\naround the school – who would empty them? –\nCommissioners? to find out about wheelie bins\nfrom Commissioners – Caretaker would need to move\nbins to the carpark on bin emptying day.\nLitter picking – parents x 2 with children x 10 once or twice a\nweek to litter pick for approximately 1 hour. Parents would\nneed to be DBS checked.\nPaper bins – recycling bins – Query viable? - to look into\nthis and report back.", "" ], [ "9", "Governor Training", "" ], [ "", "Investing in Children report handed out at the meeting.", "" ], [ "10", "Confirmation", "" ], [ "", "We consider and concur that we are within all statutory\nrequirements.", "" ], [ "11", "Date of the Next Meeting", "" ], [ "", "The date of the next unminuted governors’ meeting will take\nplace on Friday 29th November 2019 at 09.15am - Fabric of\nthe school.\nThe date of the next minuted governors’ meeting will take\nplace on Friday 31st January 2020 at 09.30am – This was\nchanged to Thursday 6th February 2020 at 09.30am.", "" ], [ "", "Meeting ended at 11.25am", "" ], [ "", "", "" ], [ "", "", "" ] ], "row_count": 11, "col_count": 3 }, { "headers": [ "Scoill Phurt le Moirrey\nMeeting of the School Governing Body\nHeld at Scoill Phurt le Moirrey\n6th February 2020 at 9.30am", "", "" ], "rows": [ [ "Present:\nIn Attendance:\nApologies:", "", "" ], [ "Item", "Agenda", "Action" ], [ "", "Chairperson\nwas nominated by and\nseconded by happy to continue as\nChairperson.", "" ], [ "1", "Confirmation of Minutes", "" ], [ "", "The minutes of the meeting held on the 8th October 2019 were\nconfirmed and signed by the Chairperson.", "" ], [ "2", "Matters Arising", "" ], [ "", "Equality Act being applied to policies and practices as they are\nupdated.\nWheelie bins are available from PSM Commissioners. Bins\nmust be available for emptying on collection day. Health &\nSafety - must be tied down as can topple over. There is an option\nfor smaller wheelie bins for the playground.", "" ], [ "3", "– Agenda Items", "" ], [ "", "School Maintenance – Letter sent to the Minister but no reply\nreceived. to follow this up.", "" ] ], "row_count": 9, "col_count": 3 }, { "headers": [ "", "Projected Pupil Numbers – Due to industrial action (no\nHeadteacher Report) this will be placed as an item on the next\nagenda.\nLearning Walk Date – Due to industrial action (no Headteacher\nReport) this will be placed as an item on the next agenda.\nTalks – attended Talks.\nShe gave an overview to the governors.\nPolicies Circulated to Governors previously by Headteacher –\nAll endorsed by governors, no changes required.\nSLT – explained her role at SPLM as\nAdditional Needs Leader.\n• 30 pupils currently on the additional needs register\n• COLI framework\n• Working with Educational Psychologists\n• Coordinating special needs provision at SPLM\n• Progress tracking\n• Referrals to different agencies\n• Meetings - EHAS, social services, parents etc.\n• Social and emotional issues\n• Y6 transition to CRHS\nis a very demanding role in addition to normal classroom\nteaching.", "" ], "rows": [ [ "4", "Headteacher’s Report", "" ], [ "", "Headteacher’s report not submitted to Governors due to NAHT\nindustrial action.", "" ], [ "5", "Update from Parent Governor by Headteacher in her\nabsence", "" ], [ "", "Regular school grounds clean up\n• happy to organise\n• 3pm every fortnight - staff will discuss a good day\n• Risk Assessment to be completed by school\n• Pupils will be informed in an assembly - guidance and\ninformation given as to why and how - h&s aspects will\nbe discussed\n• Some pupils already choosing to litter pick at\nlunchtimes under supervision of lunchtime assistants", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "7", "Governor Training", "" ], "rows": [ [ "", "The Governors have not received any notifications of governor\ntraining recently. had received one alert, from another\nschool. It would appear that SPLM did not receive this email?", "" ], [ "8", "Confirmation", "" ], [ "", "We consider and concur that we are within all statutory\nrequirements.", "" ], [ "", "gave a quick update on the Education Bill\n2020.", "" ], [ "9", "Date of the Next Meeting", "" ], [ "", "The date of the next unminuted governors’ meeting will take\nplace on Tuesday 17th March 2020 at 4.00pm – SLT Meeting\nThe date of the next minuted governors’ meeting will take\nplace on Wednesday 13th May 2020 at 9.30am (this meeting\nwas postponed - see below)\nDue to the COVID-19 lockdown an informal meeting was held\non Thursday 25th June at 1.30pm.", "" ], [ "", "Meeting ended at 10:45am", "" ], [ "", "", "" ] ], "row_count": 8, "col_count": 3 } ] }, { "case_id": 1771758, "title": "Isle of Man High School (year 7) capacity and current usage", "authority": "Department of Education, Sport and Culture", "date_received": "2021-04-29", "outcome": "Some information sent but not all held", "summary": "The request sought Year 7 pupil numbers, capacity, and ability band breakdowns for all Isle of Man High Schools. The Department of Education provided capacity and enrollment data for all schools but could not supply ability band figures for most institutions as they do not use such grouping.", "key_facts": [ "Queen Elizabeth II High School is operating over its indicative capacity with 171 pupils against a capacity of 140.", "Ballakermeen High School has 259 pupils, exceeding its indicative capacity of 250.", "Ramsey Grammar School has 186 pupils, slightly exceeding its indicative capacity of 180.", "Only Castle Rushen High School provided data on upper, middle, and lower ability bands.", "The Department does not hold ability band data for other high schools because they do not use this system." ], "data_mentioned": [ "259", "250", "165", "168", "171", "140", "186", "180", "225", "61", "85", "16", "2021-04-29", "2021-05-27", "1771758" ], "exemptions_cited": [ "Information not held" ], "tables": [ { "headers": [ "School", "Year 7 numbers", "Year 7 indicative capacity" ], "rows": [ [ "Ballakermeen High School", "259", "250" ], [ "Castle Rushen High School", "165", "168" ], [ "Queen Elizabeth II High School", "171", "140" ], [ "Ramsey Grammar School", "186", "180" ], [ "St Ninian's High School", "225", "250" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "School", "Upper ability\nnumbers", "Middle ability\nnumbers", "Lower ability\nnumbers" ], "rows": [ [ "Ballakermeen High School", "N/A", "N/A", "N/A" ], [ "Castle Rushen High School", "61 (2 classes)", "85 (3 classes)", "16 (1 class)" ], [ "Queen Elizabeth II High School", "N/A", "N/A", "N/A" ], [ "Ramsey Grammar School", "N/A", "N/A", "N/A" ], [ "St Ninian's High School", "N/A", "N/A", "N/A" ] ], "row_count": 5, "col_count": 4 } ] }, { "case_id": 1799406, "title": "Money spent on practice nurse training", "authority": "Manx Care", "date_received": "2021-05-19", "outcome": "All information sent", "summary": "A request was made to Manx Care for details on spending for practice nurse training over the last five years and whether it was individual or generic. The authority disclosed the specific amounts spent annually from 2016-17 to 2020-21 along with the nature of the training provided.", "key_facts": [ "Manx Care provided data on practice nurse training spend for the years 2016-17 through 2020-21.", "Training in 2016-17 was generic/group training costing £5,425.", "No money was spent on practice nurse training in 2017-18 and 2020-21.", "Training in 2018-19 and 2019-20 was individual due to the unavailability of on-island training.", "The total spend over the five-year period was £7,263." ], "data_mentioned": [ "2016-17", "£5,425", "2017-18", "£0", "2018-19", "£1,338", "2019-20", "£500", "2020-21", "19 May 2021", "14 June 2021", "1799406" ], "exemptions_cited": [], "tables": [ { "headers": [ "Year", "Spend", "Comment" ], "rows": [ [ "2016-17", "£5,425", "Generic/Group training" ], [ "2017-18", "£0", "" ], [ "2018-19", "£1,338", "Individual: practice nurse as on-island training was unavailable at the time" ], [ "2019-20", "£500", "Individual: skills lab training as on-island training was unavailable at the time" ], [ "2020-21", "£0", "" ] ], "row_count": 5, "col_count": 3 } ] }, { "case_id": 1806669, "title": "School Meals", "authority": "Department of Education, Sport and Culture", "date_received": "2021-05-25", "outcome": "Some information sent but part exempt", "summary": "The request sought the Council of Ministers paper regarding options to extend the free school meal voucher scheme over the Easter holidays. The Department of Education, Sport and Culture disclosed the paper, which outlined the legal constraints and a £50,000 cost estimate for the proposed extension.", "key_facts": [ "The Department of Education, Sport and Culture lacks legal authority under the Education Act 2001 to provide free school meals during holiday periods without specific Treasury approval.", "A previous voucher scheme for the 2020 summer holidays was enabled by Treasury approval under the Financial Provisions and Currency Act 2011.", "Extending the voucher scheme for the two-week Easter break in 2021 was estimated to cost £50,000.", "The proposed scheme would require contingency funding from Treasury as it cannot be covered by the existing departmental budget.", "The paper was submitted to the Council of Ministers on 25th March 2021 for information purposes only." ], "data_mentioned": [ "2021-05-25", "2021-06-18", "25th March 2021", "27 July 2020", "6 September 2020", "4th March", "28th March", "£11.75", "£14.75", "£25,000", "£50,000", "Section 39 of the Education Act 2001", "Financial Provisions and Currency Act 2011 section 3(4)(a)", "Paper No. 2021/145" ], "exemptions_cited": [], "tables": [ { "headers": [ "Department/Board/Office", "Department Education, Sport and Culture", "", "", "", "" ], "rows": [ [ "Chief Officer", "Graham Kinrade", "", "", "", "" ], [ "Responsible Officer", "", "", "", "", "" ], [ "Cut ups to be sent to", "Graham Kinrade /", "", "", "", "" ], [ "Date of Council Meeting", "25th March 2021", "", "", "", "" ] ], "row_count": 4, "col_count": 6 }, { "headers": [ "Has appropriate internal and/or public consultation taken place?", "", "Not applicable", "", "", "" ], "rows": [ [ "Are there any resource/personnel implications?", "", "", "Yes", "", "" ], [ "Has Treasury concurrence been obtained where necessary?", "", "", "No", "", "" ], [ "Is the Department acting within its legal powers or has legal advice\nbeen obtained?\n(If yes confirm and provide evidence within the paper)", "No", "", "", "", "" ], [ "Are there any inter-Departmental implications?", "", "", "No", "", "" ], [ "If yes, which other Departments are involved?", "", "", "", "", "" ], [ "What is the intention of this paper?", "Information Only", "", "", "", "" ], [ "Primary Legislation: Has Council Legislation Subcommittee\napproved the inclusion of the proposed Bill on the Legislative\nProgramme. If Yes please give decision date:", "No", "", "", "", "" ], [ "Major Policy Proposal/Primary Legislation:\nHave you completed an Impact Assessment?\nIf yes please attach a copy as an Appendix to the paper.", "No", "", "", "", "" ], [ "Have you taken appropriate Corporate Communications Service\nadvice?", "Not applicable", "", "", "", "" ], [ "Does this initiative/announcement have a communications plan?", "", "Not applicable", "", "", "" ], [ "Purpose of the Paper:\nTo advise Council of the options for the extension of the food voucher scheme, available to the\nfamilies of children eligible for free school meals to be extended over the Easter school holidays.", "", "", "", "", "" ] ], "row_count": 11, "col_count": 6 } ] }, { "case_id": 1814201, "title": "Implementation Plan Progress", "authority": "Department of Education, Sport and Culture", "date_received": "2021-05-28", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture provided a progress update on its implementation plan actions as of 1st May 2021, disclosing completion percentages for various strategic activities. The response confirmed that all requested information was sent, detailing the status of initiatives ranging from departmental structure design to wellbeing programmes.", "key_facts": [ "The request was received on 28 May 2021 and responded to on 17 June 2021.", "Several key actions such as designing the departmental structure and developing a communications plan are 100% complete.", "Multiple strategic reviews, including the SSRE inspection framework and Articles of Government, are at 0% completion.", "The department clarified that the request referred to the status as of 1st May 2021.", "The response included 5 pages across 2 documents." ], "data_mentioned": [ "1814201", "1813502", "2021-05-28", "2021-06-17", "1st May", "100%", "50%", "25%", "10%", "0%", "5 pages", "2 documents", "IM1 5EZ", "(01624) 685808" ], "exemptions_cited": [], "tables": [ { "headers": [ "ACTIVITY", "PERCENT COMPLETE" ], "rows": [ [ "Design a Departmental Structure, including funding model\nand implement", "100%" ], [ "Review roles and responsibilities to ensure that a clear\nunderstanding of who does what", "50%" ], [ "Develop a Departmental communications plan", "100%" ], [ "Review and amend Governance frameworks to ensure\ncompliance", "100%" ], [ "Creation of Project Charters and Terms of reference for all\nprojects. To be used across the Department - approval by\nSLT for each required", "100%" ], [ "Review current technology provision and ensure that it is\nreadily available for the user requirements", "50%" ], [ "Review Divisional strategies and amend for the coming 3\nyears", "100%" ], [ "Review and establish the access points (SPoCs) into the\nDepartment and communicate to all staff", "100%" ], [ "Creation and roll out of Departmental Vision and Values", "100%" ], [ "Review wellbeing programme and creation of wellbeing\npriorities for the next 12 months - ensuring that there is\nrepresentation from across the Department", "10%" ], [ "Roll out Divisional strategies to staff and develop delivery\nplans with staff involvement. (Strategic Narrative)", "25%" ], [ "Review of the SSRE and inspection framework providing\nrecommendations for the future", "0%" ], [ "Review of the Articles of Government", "0%" ], [ "Develop a leadership development framework to support\ncurrent and aspiring leaders including feedback and self-\nawareness focus", "0%" ] ], "row_count": 14, "col_count": 2 }, { "headers": [ "SLT to Communicate and role model leadership autonomy\nand decision making and no blame culture", "100%" ], "rows": [ [ "Establish forums to collaborate to share best practice", "50%" ], [ "Identify corporate skills required within the Department and\ncreate a skills development training plan to develop\nindividuals (for example - Business Case, Report Writing and\nData analysis)", "25%" ], [ "Review meetings membership and creation of terms of\nreference for all meetings", "100%" ], [ "Review of agenda of meetings and include PRC as an agenda\nitem on leadership / meetings", "100%" ], [ "Create formal secondment opportunities linking into\ndevelopment conversations to launch April 2021", "0%" ], [ "Review of key stakeholders / partners and develop a\nframework to how the Department works effectively with\nother Departments, Statutory Boards, 3rd Sector and Industry\nfor the delivery of Departmental and IOM Government\ndeliverables.", "0%" ], [ "Review what management information and data is required,\nhow it is collect, analysed and utilised for informed decision\nmaking.", "0%" ], [ "Review recruitment process to include values and assessment\ncentres usage where beneficial", "25%" ], [ "Promote and facilitate coaching and mentoring programmes\nacross the organisation", "0%" ], [ "Undertake a lean process review to support staff and service\ndelivery", "0%" ], [ "Develop a Talent Management framework and implement a\nprocess for managing talent across the Department including\ndevelopment conversations", "0%" ], [ "Review of Governing Bodies structure and implementation\nplan for their future recruitment and development", "0%" ] ], "row_count": 12, "col_count": 2 }, { "headers": [ "Review of the Inclusion and Safeguarding funding formula", "0%" ], "rows": [ [ "Conduct a skills audit of school Governors", "0%" ], [ "Promote CPD programmes which are linked to the\nDepartmental vision and strategic priorities", "0%" ], [ "Review of the 3Cs implementation and effectiveness ensuring\nthat it is linked to the talent strategy and managers are using\nthe framework to develop individuals.", "0%" ], [ "Develop Divisional succession planning workforce plans with\nRAG status and link into development conversations", "0%" ], [ "Creation of an employee involvement group to deliver activity\non the 4 engagement enablers", "10%" ] ], "row_count": 5, "col_count": 2 } ] }, { "case_id": 1821233, "title": "conflict registers", "authority": "Office of the Clerk of Tynwald", "date_received": "2021-06-02", "outcome": "Some information sent but not all held", "summary": "The request sought details on conflict registers, training compliance, and risk management failures at the Office of the Clerk of Tynwald. The authority disclosed the timeline of register implementation and training requirements but could not provide specific pass/fail status for individual managers or confirm the absence of a corporate risk register.", "key_facts": [ "A Conflicts Register was introduced in May 2019 under Isle of Man Government Financial Regulation A 2.4.", "Mandatory financial training includes the 'Financial Governance Foundation Course' and 'General Procurement' module via eLearn Vannin.", "Training deadlines were set for 30th June 2019 with a requirement to repeat every three years.", "The authority stated it does not hold or could not find information regarding specific pass/fail status for individual managers and minutes clerks.", "The response did not confirm whether the conflicts register issue was excluded from a corporate risk register due to management choices." ], "data_mentioned": [ "May 2019", "29th May 2019", "6th August 2015", "April 2007", "30th June 2019", "24th June 2021", "2", "4", "8", "7", "25", "22", "0", "Financial Regulation A 2.4", "Financial Practice Note A.05" ], "exemptions_cited": [ "Information not held or cannot be found after taking reasonable steps" ], "tables": [ { "headers": [ "Course Title", "No. of current staff\nrequired to\nundertake training\nas at 24/06/2021", "No. of current staff\ncompleted as at\n24/06/2021" ], "rows": [ [ "Financial Regulations: Budget Holders -\nManaging Public Money", "2", "4" ], [ "Financial Regulations: General Government\nProcurement", "8", "7" ], [ "Financial Regulations: Governance\nFoundation Course", "25", "22" ], [ "Financial Regulations: Sales, Receipts and\nManaging Debt", "2", "5" ], [ "Financial Regulations: Tendering", "2", "0" ] ], "row_count": 5, "col_count": 3 } ] }, { "case_id": 1873289, "title": "2021 Year 11 Teacher Assessed Grading for IGCSE/GCSE Examinations", "authority": "Department of Education, Sport and Culture", "date_received": "2021-06-25", "outcome": "Some information sent but part exempt", "summary": "The request sought policies, grade thresholds, and assessment materials used by Isle of Man schools for 2021 Year 11 IGCSE/GCSE teacher-assessed grades to ensure fairness across the island. The Department of Education, Sport and Culture provided some information, including Cambridge International guidance on evidence collection, but withheld specific school-level documents and assessments, resulting in a partial exemption outcome.", "key_facts": [ "The request was made on 2021-06-25 and the outcome was issued on 2021-08-12.", "The response included 144 pages across 4 documents.", "Schools were required to base grades on actual achievement rather than predicted potential.", "Each student's grade was to be supported by a portfolio of exactly three substantial pieces of work.", "The outcome was classified as 'Some information sent but part exempt'." ], "data_mentioned": [ "2021-06-25", "2021-08-12", "144", "4", "19 February", "June 2021", "June 2020", "1st January 2021", "three", "one hour" ], "exemptions_cited": [], "tables": [ { "headers": [ "Redacted", "" ], "rows": [ [ "16 October 2020 16:36", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Weekly Summary - Exam Board Changes W/E 16/10/20", "" ] ], "row_count": 8, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated link\nspecific to current\nannouncement", "Information on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images\n/596070-adjustments-to-components-for-june-\n2021.pdf", "https://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/summer-2021-\nchanges-to-assessments", "https://www.sqa.org.uk/sqa/95044.html", "Ofqual https://www.gov.uk/government/consultations/proposed-changes-\nto-the-assessment-of-gcses-as-and-a-levels-in-2021\nAQA\nhttps://www.aqa.org.uk/preparing-for-2021\nChanges announced for all qualifications 14/10/20\nhttps://www.aqa.org.uk/qualifications\nOCR\nhttps://www.ocr.org.uk/supporting-you-through-2020-2021/\nPearson\nhttps://qualifications.pearson.com/en/campaigns/pearson-covid-19/united-\nkingdom-covid-19-coronavirus-update.html", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news\nsection of the website's home page", "", "SQA Email sent out on 15/10/20\nChanges to assessment for National 3 and 4\nFreestanding Units - see link below:\nhttps://www.sqa.org.uk/sqa/95360.html?mkt_to\nk=eyJpIjoiTmpNMk5UazROekkwWTJVNSIsInQi\nOiJsN3hoU0o1K25Sb05RUkRwa3c0MUl1UDgy\nK21HclR5d0wyeml5VWFSd3dWMFk3VUxGN\nWc3bHlLU0tKV0o1UkJFSnRzeDl0bGV2M0Nw\nSGZhK1lFenZaWllhM2VEXC9DYWNva1dmN1\nRnbUdqaEQxQkEwcUlFYTZjc1VNb1l3TjhHMnIi\nfQ%3D%3D\nSubject specific information on National 5\nand Higher Assessments:\nhttps://www.sqa.org.uk/sqa/95361.html?mkt_to\nk=eyJpIjoiTmpNMk5UazROekkwWTJVNSIsInQi\nOiJsN3hoU0o1K25Sb05RUkRwa3c0MUl1UDgy\nK21HclR5d0wyeml5VWFSd3dWMFk3VUxGN\nWc3bHlLU0tKV0o1UkJFSnRzeDl0bGV2M0Nw\nSGZhK1lFenZaWllhM2VEXC9DYWNva1dmN1\nRnbUdqaEQxQkEwcUlFYTZjc1VNb1l3TjhHMnIi\nSQA News Update available through emailed\npage to centres on a Thursday each week-\nExams Officers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "OCR Cambridge Nationals (affects some qualifiactions at UCM) -\nproposals submitted includes reduced numbers of assessment, unit level\nadaptions to assessment tasks and assessed grades for units which could\nnot be assessed in Summer 2020. FAQ section also included here:\nhttps://support.ocr.org.uk/hc/en-\ngb/articles/360050684511?utm_campaign=RT04%20-\n%20ALL&utm_medium=email&_hsmi=97052503&_hsenc=p2ANqtz-\n97b5jSRPcJVod_YGs83auXYrGVgPicjmabc5NQLe_WUORZZFtGI_Q3JL7S4Ux\nUPeSo7j1qyfKrjP8eJa84ZQSCRmwYYg&utm_content=97052503&utm_sour\nce=hs_email\nBTEC National Qualification Adaptations for Summer 2021:\nhttps://qualifications.pearson.com/content/dam/pdf/teaching-and-learning-\nhub/Proposed-adaptations-for-BTEC-assessments-2021.pdf?\nFinal details due 23/10/20", "\\", "" ], [ "", "", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/", "", "Exam updates emailed to Exams Officer periodically.All awarding bodies\nhave dedicated Covid support pages on the public website. Ofqual has a\ndedicated page confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "No plans to delay or cancel Summer 2021\nexams. Final timetable for Summer 2021 due to\nbe published end of Oct 2020. Adjustments can\nbe applied for in certain subjects.", "Moderator visits suspended 2021. Final\ntimetable subject to change.\nGCSE Adaptions by Subject here:\nhttps://www.wjec.co.uk/media/1y1og30s/gcse-\nadaptations-booklet-public-website-e-\n230920.pdf\nA Level Adaptions here:\nhttps://www.wjec.co.uk/media/qvvldboy/wjec-\ngce-adaptations-booklet-e-01-09-20.pdf", "No extrenal assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and\nHospitality: Practical Cookery in IOM schools.\nGuidance published around evidence gathering\nand producing estimates:\nhttps://www.sqa.org.uk/sqa/files_ccc/nq-\nestimates-guidance-2020-\n21.pdf?mkt_tok=eyJpIjoiTldabE56QTVZemc0T\nW1SayIsInQiOiJEQUd4OUx6YTJ2Q0dyRVJacitX\nMDJGRklyZGpcL2xrSlFcL2lNXC8reTRqbGpDZG0\n2WkR2SWV5c2t3dWJOQjlpWURGeUFNVzJNcHF\n0NG5aM1Y3cHFVVk9LYWZoZFd1ZDVaZEtsK3Zu\nYTZzRVNIdHZKU0FQa1FyMmw2MFNCckcrMm5\nLUiJ9\nSubject specific guidance to follow on a rolling\nbasis starting mid October.\nKey Dates on SQA Connect are also due to be\nupdated soon.", "3 week delay to exam period Summer 2021 - To start on 7th June and\nfinish on 2nd July. GCSE and A Level England (ie OfQual regulated results\nwill be released in the same week - begiining 23/8/20:\nGCSE and Ofqual regulated BTECS etc - Friday 27th August\nAS and A Levels - Tuesday 24th August\nPearson sent a detailed email to schools on 15/10/20 outlining the\nfollowing:\nBTEC 2021 Summer Series\nChanges to 2021 Content and Assessment\nSupport page now available:\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.htmlutm_source=ealert&utm_medium=email&utm_campaign=GB\nSEGS0820SUM21&utm_content=gqdfe\nThis was followed by a further more detailed Exams officer email on\n15/10/20", "", "" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Redacted", "", "" ], "rows": [ [ "13 October 2020 17:27", "", "" ], [ "Redacted", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "Exams Summer 2021 - Emerging picture", "", "" ] ], "row_count": 9, "col_count": 3 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated link\nspecific to current\nannouncement", "Information on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images\n/596070-adjustments-to-components-for-june-\n2021.pdf", "https://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/summer-2021-\nchanges-to-assessments", "https://www.sqa.org.uk/sqa/95044.html", "Ofqual https://www.gov.uk/government/consultations/proposed-changes-\nto-the-assessment-of-gcses-as-and-a-levels-in-2021\nAQA\nhttps://www.aqa.org.uk/preparing-for-2021\nOCR\nhttps://www.ocr.org.uk/supporting-you-through-2020-2021/\nPearson\nhttps://qualifications.pearson.com/en/campaigns/pearson-covid-19/united-\nkingdom-covid-19-coronavirus-update.html", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news\nsection of the website's home page", "", "SQA News Update available through emailed\npage to centres on a Thursday each week-\nExams Officers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "OCR Cambridge Nationals (affects some qualifiactions at UCM) -\nproposals submitted includes reduced numbers of assessment, unit level\nadaptions to assessment tasks and assessed grades for units which could\nnot be assessed in Summer 2020. FAQ section also included here:\nhttps://support.ocr.org.uk/hc/en-\ngb/articles/360050684511?utm_campaign=RT04%20-\n%20ALL&utm_medium=email&_hsmi=97052503&_hsenc=p2ANqtz-\n97b5jSRPcJVod_YGs83auXYrGVgPicjmabc5NQLe_WUORZZFtGI_Q3JL7S4Ux\nUPeSo7j1qyfKrjP8eJa84ZQSCRmwYYg&utm_content=97052503&utm_sour\nce=hs_email\nBTEC National Qualification Adaptations for Summer 2021:\nhttps://qualifications.pearson.com/content/dam/pdf/teaching-and-learning-\nhub/Proposed-adaptations-for-BTEC-assessments-2021.pdf?\nFinal details due 23/10/20", "\\", "" ], [ "", "", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/", "", "Exam updates emailed to Exams Officer periodically.All awarding bodies\nhave dedicated Covid support pages on the public website. Ofqual has a\ndedicated page confirming the proposal decision", "", "" ], [ "Other important\nInformation", "No plans to delay or cancel Summer 2021\nexams. Final timetable for Summer 2021 due to\nbe published end of Oct 2020. Adjustments can\nbe applied for in certain subjects.", "Moderator visits suspended 2021. Final\ntimetable subject to change.\nGCSE Adaptions by Subject here:\nhttps://www.wjec.co.uk/media/1y1og30s/gcse-\nadaptations-booklet-public-website-e-\n230920.pdf\nA Level Adaptions here:\nhttps://www.wjec.co.uk/media/qvvldboy/wjec-\ngce-adaptations-booklet-e-01-09-20.pdf", "No extrenal assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and\nHospitality: Practical Cookery in IOM schools.\nGuidance published around evidence gathering\nand producing estimates:\nhttps://www.sqa.org.uk/sqa/files_ccc/nq-\nestimates-guidance-2020-\n21.pdf?mkt_tok=eyJpIjoiTldabE56QTVZemc0T\nW1SayIsInQiOiJEQUd4OUx6YTJ2Q0dyRVJacitX\nMDJGRklyZGpcL2xrSlFcL2lNXC8reTRqbGpDZG0\n2WkR2SWV5c2t3dWJOQjlpWURGeUFNVzJNcHF\n0NG5aM1Y3cHFVVk9LYWZoZFd1ZDVaZEtsK3Zu\nYTZzRVNIdHZKU0FQa1FyMmw2MFNCckcrMm5\nLUiJ9\nSubject specific guidance to follow on a rolling\nbasis starting mid October.", "3 week delay to exam period Summer 2021 - To start on 7th June and\nfinish on 2nd July. GCSE and A Level England (ie OfQual regulated results\nwill be released in the same week - begiining 23/8/20:\nGCSE and Ofqual regulated BTECS etc - Thursday 27th August\nAS and A Levels - Tuesday 24th August", "", "" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Redacted", "", "" ], "rows": [ [ "06 November 2020 15:16", "", "" ], [ "Redacted", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ] ], "row_count": 9, "col_count": 3 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated link\nspecific to current\nannouncement", "Information on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images\n/596070-adjustments-to-components-for-june-\n2021.pdf\nExam series Summer 2021 not delayed - Exam\nTimetabe published - on website\nLatest upodate newsletter here:\nhttps://www.cambridgeinternational.org/news/n\news-details/view/update-for-cambridge-schools-\non-the-june-2021-series-20201106/", "https://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/summer-2021-\nchanges-to-assessments", "https://www.sqa.org.uk/sqa/95044.html", "AQA\nhttps://www.aqa.org.uk/qualifications\nOCR\nA Level Science practical endorsement announced email 4/11/20\nUpdates on changes to assessment for some A Levels over last 2 weeks\nhere: https://www.ocr.org.uk/administration/support-and-tools/siu/\nEntry Level qualifications announcement expected soon.\nPearson\nExams officer update email sent 4/11/20 outlining changes\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.html\nDedicated Covid 19 Examination update page:\nhttps://qualifications.pearson.com/en/campaigns/pearson-covid-19.html", "Extract from JCQ e-newsletter 4/11/20: JCQ, on behalf of\nthe awarding bodies, invited schools and colleges to send\ncomments on the GCE AS, A level and GCSE Summer 2021\nprovisional Common Timetable. We would like to thank those who\nprovided feedback during this year’s consultation.\nThe awarding bodies use the JCQ Common Timetable to produce\nand publish their GCE AS, A-level and GCSE timetables.\nDue to Covid-19, next summer’s timetable carries certain\nlimitations. These include the requirement to schedule exams\nwithin the timeframe as mandated by the Department for\nEducation.\nOnce feedback has been reviewed, the awarding bodies will aim\nto publish their final examination timetables at the earliest\nopportunity.\n\\", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news\nsection of the website's home page", "Decision expected from Welsh Minsiter for\neducation on GCSE assessments Summer 2021\nfollowing findings of an independent review\npanel being published and parralel paper by\nQualifications Wales. Announcement due\n10/11/20. One proposal is to move to\nStructured Approach to Centre Assessed\nGrades for GCSE (in line with SQA decision).\nGood Summary here:\nhttps://gov.wales/sites/default/files/publication\ns/2020-10/recommendations-for-2021-and-\nwhat-these-mean-for-learners.pdf", "Changes to assessment for National 3 and 4\nFreestanding Units - see link 16/10/20\nupdate\nSubject specific information on National\n5 and Higher Assessments - see link\n16/10/20 update\nExtension to closing date for school entries to\n20/11/20\nSQA News Update available through emailed\npage to centres on a Thursday each week-\nExams Officers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "OCR Cambridge Nationals and Technicals\nUnit level changes confirmed\nhttps://www.ocr.org.uk/news/unit-level-changes-to-cambridge-nationals-\nand-technicals-confirmed/\nFurther update on proposed changes due w/b 9/11/20\nNo late entry fees for moderated units for Jan 2021 entry.\nBTEC National Qualification Adaptations for Summer 2021:\nhttps://qualifications.pearson.com/content/dam/pdf/teaching-and-learning-\nhub/Proposed-adaptations-for-BTEC-assessments-2021.pdf?\ninterim bank of units system introduced - to mitigate against future\ndisruption of assesment. All mandatory units should be taught first and\nuse of Jan/Feb exam series encouraged by exam board if learners are\nready.\nDetailed email sent to centres 3/11/20. 20/21 Support Page launched -\nvery important!\nhttps://qualifications.pearson.com/en/campaigns/teaching-and-\nlearning-support-in-2020.html\nSupport portal also available", "", "" ], [ "", "", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/", "", "Exam updates emailed to Exams Officer periodically.All awarding bodies\nhave dedicated Covid support pages on the public website. Ofqual has a\ndedicated page confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "No plans to delay or cancel Summer 2021\nexams. Final timetable for Summer 2021 due to\nbe published end of Oct 2020. Adjustments can\nbe applied for in certain subjects.", "Moderator visits suspended 2021. Final\ntimetable subject to change.\nGCSE Adaptions by Subject here:\nhttps://www.wjec.co.uk/media/1y1og30s/gcse-\nadaptations-booklet-public-website-e-\n230920.pdf\nA Level Adaptions here:\nhttps://www.wjec.co.uk/media/qvvldboy/wjec-\ngce-adaptations-booklet-e-01-09-20.pdf", "No extrenal assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and\nHospitality: Practical Cookery in IOM schools\nFurther information due w/b 9/11/20 and\n16/11/20 on Assessment Arrangement\nwebpage.\nGuidance published around evidence gathering\nand producing estimates:\nSubject specific guidance to follow on a rolling\nbasis starting mid October until 16/11/20\n(internal assessment support materials)\nTeachers encouraged to sign up to my alerts -\nemail sent to exams officers on 3/11/20", "3 week delay to exam period Summer 2021 - To start on 7th June and\nfinish on 2nd July. GCSE and A Level England (ie OfQual regulated results\nwill be released in the same week - begiining 23/8/20:\nGCSE and Ofqual regulated BTECS etc - Friday 27th August\nAS and A Levels - Tuesday 24th August\nPearson sent a detailed email to schools on 15/10/20 outlining the\nfollowing:\nBTEC 2021 Summer Series\nChanges to 2021 Content and Assessment\nSupport page now available:\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.htmlutm_source=ealert&utm_medium=email&utm_campaign=GB\nSEGS0820SUM21&utm_content=gqdfe\nThis was followed by a further more detailed Exams officer email on\n15/10/20", "Results Days Summer 2021\nconfirmed:\nSQA Tuesday 10th August 2021\nCIE Thursday 12th August 2021\nJCQ A Level Tuesday 24th August 2021\nJCQ GCSE Friday 27th August 2021", "" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Redacted", "", "" ], "rows": [ [ "10 November 2020 12:32", "", "" ], [ "Redacted", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ] ], "row_count": 9, "col_count": 3 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated link\nspecific to current\nannouncement", "Information on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images\n/596070-adjustments-to-components-for-june-\n2021.pdf\nExam series Summer 2021 not delayed - Exam\nTimetabe published - on website\nLatest upodate newsletter here:\nhttps://www.cambridgeinternational.org/news/n\news-details/view/update-for-cambridge-schools-\non-the-june-2021-series-20201106/", "https://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/summer-2021-\nchanges-to-assessments", "https://www.sqa.org.uk/sqa/95044.html", "AQA\nhttps://www.aqa.org.uk/qualifications\nOCR\nA Level Science practical endorsement announced email 4/11/20\nUpdates on changes to assessment for some A Levels over last 2 weeks\nhere: https://www.ocr.org.uk/administration/support-and-tools/siu/\nEntry Level qualifications announcement expected soon.\nPearson\nExams officer update email sent 4/11/20 outlining changes\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.html\nDedicated Covid 19 Examination update page:\nhttps://qualifications.pearson.com/en/campaigns/pearson-covid-19.html", "Extract from JCQ e-newsletter 4/11/20: JCQ, on behalf of\nthe awarding bodies, invited schools and colleges to send\ncomments on the GCE AS, A level and GCSE Summer 2021\nprovisional Common Timetable. We would like to thank those who\nprovided feedback during this year’s consultation.\nThe awarding bodies use the JCQ Common Timetable to produce\nand publish their GCE AS, A-level and GCSE timetables.\nDue to Covid-19, next summer’s timetable carries certain\nlimitations. These include the requirement to schedule exams\nwithin the timeframe as mandated by the Department for\nEducation.\nOnce feedback has been reviewed, the awarding bodies will aim\nto publish their final examination timetables at the earliest\nopportunity.\n\\", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news\nsection of the website's home page", "Decision expected from Welsh Minsiter for\neducation on GCSE assessments Summer 2021\nfollowing findings of an independent review\npanel being published and parralel paper by\nQualifications Wales. Announcement due\n10/11/20. One proposal is to move to\nStructured Approach to Centre Assessed\nGrades for GCSE (in line with SQA decision).\nGood Summary here:\nhttps://gov.wales/sites/default/files/publication\ns/2020-10/recommendations-for-2021-and-\nwhat-these-mean-for-learners.pdf", "Changes to assessment for National 3 and 4\nFreestanding Units - see link 16/10/20\nupdate\nSubject specific information on National\n5 and Higher Assessments - see link\n16/10/20 update\nExtension to closing date for school entries to\n20/11/20\nSQA News Update available through emailed\npage to centres on a Thursday each week-\nExams Officers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "OCR Cambridge Nationals and Technicals\nUnit level changes confirmed\nhttps://www.ocr.org.uk/news/unit-level-changes-to-cambridge-nationals-\nand-technicals-confirmed/\nFurther update on proposed changes due w/b 9/11/20\nNo late entry fees for moderated units for Jan 2021 entry.\nBTEC National Qualification Adaptations for Summer 2021:\nhttps://qualifications.pearson.com/content/dam/pdf/teaching-and-learning-\nhub/Proposed-adaptations-for-BTEC-assessments-2021.pdf?\ninterim bank of units system introduced - to mitigate against future\ndisruption of assesment. All mandatory units should be taught first and\nuse of Jan/Feb exam series encouraged by exam board if learners are\nready.\nDetailed email sent to centres 3/11/20. 20/21 Support Page launched -\nvery important!\nhttps://qualifications.pearson.com/en/campaigns/teaching-and-\nlearning-support-in-2020.html\nSupport portal also available", "", "" ], [ "", "", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/", "", "Exam updates emailed to Exams Officer periodically.All awarding bodies\nhave dedicated Covid support pages on the public website. Ofqual has a\ndedicated page confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "No plans to delay or cancel Summer 2021\nexams. Final timetable for Summer 2021 due to\nbe published end of Oct 2020. Adjustments can\nbe applied for in certain subjects.", "Moderator visits suspended 2021. Final\ntimetable subject to change.\nGCSE Adaptions by Subject here:\nhttps://www.wjec.co.uk/media/1y1og30s/gcse-\nadaptations-booklet-public-website-e-\n230920.pdf\nA Level Adaptions here:\nhttps://www.wjec.co.uk/media/qvvldboy/wjec-\ngce-adaptations-booklet-e-01-09-20.pdf", "No extrenal assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and\nHospitality: Practical Cookery in IOM schools\nFurther information due w/b 9/11/20 and\n16/11/20 on Assessment Arrangement\nwebpage.\nGuidance published around evidence gathering\nand producing estimates:\nSubject specific guidance to follow on a rolling\nbasis starting mid October until 16/11/20\n(internal assessment support materials)\nTeachers encouraged to sign up to my alerts -\nemail sent to exams officers on 3/11/20", "3 week delay to exam period Summer 2021 - To start on 7th June and\nfinish on 2nd July. GCSE and A Level England (ie OfQual regulated results\nwill be released in the same week - begiining 23/8/20:\nGCSE and Ofqual regulated BTECS etc - Friday 27th August\nAS and A Levels - Tuesday 24th August\nPearson sent a detailed email to schools on 15/10/20 outlining the\nfollowing:\nBTEC 2021 Summer Series\nChanges to 2021 Content and Assessment\nSupport page now available:\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.htmlutm_source=ealert&utm_medium=email&utm_campaign=GB\nSEGS0820SUM21&utm_content=gqdfe\nThis was followed by a further more detailed Exams officer email on\n15/10/20", "Results Days Summer 2021\nconfirmed:\nSQA Tuesday 10th August 2021\nCIE Thursday 12th August 2021\nJCQ A Level Tuesday 24th August 2021\nJCQ GCSE Friday 27th August 2021", "" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "13 November 2020 16:46", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Exam Board update 13th November 2020", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated link\nspecific to current\nannouncement", "Information on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images\n/596070-adjustments-to-components-for-june-\n2021.pdf\nExam series Summer 2021 not delayed - Exam\nTimetabe published - on website\nLatest upodate newsletter here:\nhttps://www.cambridgeinternational.org/news/n\news-details/view/update-for-cambridge-schools-\non-the-june-2021-series-20201106/", "https://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/summer-2021-\nchanges-to-assessments", "https://www.sqa.org.uk/sqa/95044.html", "AQA\nhttps://www.aqa.org.uk/qualifications\nOCR\nA Level Science practical endorsement announced email 4/11/20\nUpdates on changes to assessment for some A Levels over last 2 weeks\nhere: https://www.ocr.org.uk/administration/support-and-tools/siu/\nEntry Level qualifications announcement expected soon.\nPearson\nExams officer update email sent 4/11/20 outlining changes\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.html\nDedicated Covid 19 Examination update page:\nhttps://qualifications.pearson.com/en/campaigns/pearson-covid-19.html\nExams Officer update from Pearson received 11/11/20 by schools", "Extract from JCQ e-newsletter 4/11/20: JCQ, on behalf of\nthe awarding bodies, invited schools and colleges to send\ncomments on the GCE AS, A level and GCSE Summer 2021\nprovisional Common Timetable. We would like to thank those who\nprovided feedback during this year’s consultation.\nThe awarding bodies use the JCQ Common Timetable to produce\nand publish their GCE AS, A-level and GCSE timetables.\nDue to Covid-19, next summer’s timetable carries certain\nlimitations. These include the requirement to schedule exams\nwithin the timeframe as mandated by the Department for\nEducation.\nOnce feedback has been reviewed, the awarding bodies will aim\nto publish their final examination timetables at the earliest\nopportunity.\n\\", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news\nsection of the website's home page", "Welsh Minsiter for Education announced the\ncancellation of GCSE and A level Exams\nSummer 2021 in Wales on 10/11/20. Structure\nof alternative teacher supervised but\nexternally marked classroom based\nassessements yet to be announced by WJEC:\nhttps://www.wjec.co.uk/articles/cancellation-\nof-summer-examinations-2020-wales/", "Changes to assessment for National 3 and 4\nFreestanding Units - see link 16/10/20\nupdate\nSubject specific information on National\n5 and Higher Assessments - see link\n16/10/20 update\nSubject Guidance for National 5 Practical\nWoodworking Guidance published 12/11/20\nExtension to closing date for school entries to\n20/11/20\nSQA News Update available through emailed\npage to centres on a Thursday each week-\nExams Officers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "OCR Cambridge Nationals and Technicals\nUnit level changes confirmed\nhttps://www.ocr.org.uk/news/unit-level-changes-to-cambridge-nationals-\nand-technicals-confirmed/\nFurther update on proposed changes due w/b 9/11/20\nNo late entry fees for moderated units for Jan 2021 entry.\nBTEC National Qualification Adaptations for Summer 2021:\nhttps://qualifications.pearson.com/content/dam/pdf/teaching-and-learning-\nhub/Proposed-adaptations-for-BTEC-assessments-2021.pdf?\ninterim bank of units system introduced - to mitigate against future\ndisruption of assesment. All mandatory units should be taught first and\nuse of Jan/Feb exam series encouraged by exam board if learners are\nready.\nDetailed email sent to centres 3/11/20. 20/21 Support Page launched -\nvery important!\nhttps://qualifications.pearson.com/en/campaigns/teaching-and-\nlearning-support-in-2020.html\nSupport portal also available", "", "" ], [ "", "", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/", "", "Exam updates emailed to Exams Officer periodically.All awarding bodies\nhave dedicated Covid support pages on the public website. Ofqual has a\ndedicated page confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "No plans to delay or cancel Summer 2021\nexams. Final timetable for Summer 2021 due to\nbe published end of Oct 2020. Adjustments can\nbe applied for in certain subjects.", "Moderator visits suspended 2021. Final\ntimetable subject to change.\nGCSE Adaptions by Subject here:\nhttps://www.wjec.co.uk/media/1y1og30s/gcse-\nadaptations-booklet-public-website-e-\n230920.pdf\nA Level Adaptions here:\nhttps://www.wjec.co.uk/media/qvvldboy/wjec-\ngce-adaptations-booklet-e-01-09-20.pdf", "No extrenal assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and\nHospitality: Practical Cookery in IOM schools\nFurther information due w/b 9/11/20 and\n16/11/20 on Assessment Arrangement\nwebpage.\nGuidance published around evidence gathering\nand producing estimates:\nSubject specific guidance to follow on a rolling\nbasis starting mid October until 16/11/20\n(internal assessment support materials)\nTeachers encouraged to sign up to my alerts -\nemail sent to exams officers on 3/11/20", "3 week delay to exam period Summer 2021 - To start on 7th June and\nfinish on 2nd July. GCSE and A Level England (ie OfQual regulated results\nwill be released in the same week - begiining 23/8/20:\nGCSE and Ofqual regulated BTECS etc - Friday 27th August\nAS and A Levels - Tuesday 24th August\nPearson sent a detailed email to schools on 15/10/20 outlining the\nfollowing:\nBTEC 2021 Summer Series\nChanges to 2021 Content and Assessment\nSupport page now available:\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.htmlutm_source=ealert&utm_medium=email&utm_campaign=GB\nSEGS0820SUM21&utm_content=gqdfe\nThis was followed by a further more detailed Exams officer email on\n15/10/20", "Results Days Summer 2021\nconfirmed:\nSQA Tuesday 10th August 2021\nCIE Thursday 12th August 2021\nJCQ A Level Tuesday 24th August 2021\nJCQ GCSE Friday 27th August 2021", "" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Redacted", "", "" ], "rows": [ [ "13 November 2020 09:12", "", "" ], [ "Redacted", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "Good summary of the current landscape to Summer 2021 exams", "", "" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "Redacted", "" ], "rows": [ [ "16 November 2020 09:40", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Exam Board update 13th November 2020 - changed link to WJEC", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated link\nspecific to current\nannouncement", "Information on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images\n/596070-adjustments-to-components-for-june-\n2021.pdf\nExam series Summer 2021 not delayed - Exam\nTimetabe published - on website\nLatest upodate newsletter here:\nhttps://www.cambridgeinternational.org/news/n\news-details/view/update-for-cambridge-schools-\non-the-june-2021-series-20201106/", "https://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/summer-2021-\nchanges-to-assessments", "https://www.sqa.org.uk/sqa/95044.html", "AQA\nhttps://www.aqa.org.uk/qualifications\nOCR\nA Level Science practical endorsement announced email 4/11/20\nUpdates on changes to assessment for some A Levels over last 2 weeks\nhere: https://www.ocr.org.uk/administration/support-and-tools/siu/\nEntry Level qualifications announcement expected soon.\nPearson\nExams officer update email sent 4/11/20 outlining changes\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.html\nDedicated Covid 19 Examination update page:\nhttps://qualifications.pearson.com/en/campaigns/pearson-covid-19.html\nExams Officer update from Pearson received 11/11/20 by schools", "Extract from JCQ e-newsletter 4/11/20: JCQ, on behalf of\nthe awarding bodies, invited schools and colleges to send\ncomments on the GCE AS, A level and GCSE Summer 2021\nprovisional Common Timetable. We would like to thank those who\nprovided feedback during this year’s consultation.\nThe awarding bodies use the JCQ Common Timetable to produce\nand publish their GCE AS, A-level and GCSE timetables.\nDue to Covid-19, next summer’s timetable carries certain\nlimitations. These include the requirement to schedule exams\nwithin the timeframe as mandated by the Department for\nEducation.\nOnce feedback has been reviewed, the awarding bodies will aim\nto publish their final examination timetables at the earliest\nopportunity.\n\\", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news\nsection of the website's home page", "Welsh Minsiter for Education announced the\ncancellation of GCSE and A level Exams\nSummer 2021 in Wales on 10/11/20. Structure\nof alternative teacher supervised but\nexternally marked classroom based\nassessements yet to be announced by WJEC:\nhttps://www.wjec.co.uk/articles/summe\nr-2021-assessments-kirsty-williams-\nannouncement/", "Changes to assessment for National 3 and 4\nFreestanding Units - see link 16/10/20\nupdate\nSubject specific information on National\n5 and Higher Assessments - see link\n16/10/20 update\nSubject Guidance for National 5 Practical\nWoodworking Guidance published 12/11/20\nExtension to closing date for school entries to\n20/11/20\nSQA News Update available through emailed\npage to centres on a Thursday each week-\nExams Officers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "OCR Cambridge Nationals and Technicals\nUnit level changes confirmed\nhttps://www.ocr.org.uk/news/unit-level-changes-to-cambridge-nationals-\nand-technicals-confirmed/\nFurther update on proposed changes due w/b 9/11/20\nNo late entry fees for moderated units for Jan 2021 entry.\nBTEC National Qualification Adaptations for Summer 2021:\nhttps://qualifications.pearson.com/content/dam/pdf/teaching-and-learning-\nhub/Proposed-adaptations-for-BTEC-assessments-2021.pdf?\ninterim bank of units system introduced - to mitigate against future\ndisruption of assesment. All mandatory units should be taught first and\nuse of Jan/Feb exam series encouraged by exam board if learners are\nready.\nDetailed email sent to centres 3/11/20. 20/21 Support Page launched -\nvery important!\nhttps://qualifications.pearson.com/en/campaigns/teaching-and-\nlearning-support-in-2020.html\nSupport portal also available", "", "" ], [ "", "", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/", "", "Exam updates emailed to Exams Officer periodically.All awarding bodies\nhave dedicated Covid support pages on the public website. Ofqual has a\ndedicated page confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "No plans to delay or cancel Summer 2021\nexams. Final timetable for Summer 2021 due to\nbe published end of Oct 2020. Adjustments can\nbe applied for in certain subjects.", "Moderator visits suspended 2021. Final\ntimetable subject to change.\nGCSE Adaptions by Subject here:\nhttps://www.wjec.co.uk/media/1y1og30s/gcse-\nadaptations-booklet-public-website-e-\n230920.pdf\nA Level Adaptions here:\nhttps://www.wjec.co.uk/media/qvvldboy/wjec-\ngce-adaptations-booklet-e-01-09-20.pdf", "No extrenal assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and\nHospitality: Practical Cookery in IOM schools\nFurther information due w/b 9/11/20 and\n16/11/20 on Assessment Arrangement\nwebpage.\nGuidance published around evidence gathering\nand producing estimates:\nSubject specific guidance to follow on a rolling\nbasis starting mid October until 16/11/20\n(internal assessment support materials)\nTeachers encouraged to sign up to my alerts -\nemail sent to exams officers on 3/11/20", "3 week delay to exam period Summer 2021 - To start on 7th June and\nfinish on 2nd July. GCSE and A Level England (ie OfQual regulated results\nwill be released in the same week - begiining 23/8/20:\nGCSE and Ofqual regulated BTECS etc - Friday 27th August\nAS and A Levels - Tuesday 24th August\nPearson sent a detailed email to schools on 15/10/20 outlining the\nfollowing:\nBTEC 2021 Summer Series\nChanges to 2021 Content and Assessment\nSupport page now available:\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.htmlutm_source=ealert&utm_medium=email&utm_campaign=GB\nSEGS0820SUM21&utm_content=gqdfe\nThis was followed by a further more detailed Exams officer email on\n15/10/20", "Results Days Summer 2021\nconfirmed:\nSQA Tuesday 10th August 2021\nCIE Thursday 12th August 2021\nJCQ A Level Tuesday 24th August 2021\nJCQ GCSE Friday 27th August 2021", "" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "20 November 2020 16:53", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Exam Board Update 20/11/20", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated link\nspecific to current\nannouncement", "Information on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images\n/596070-adjustments-to-components-for-june-\n2021.pdf\nExam series Summer 2021 not delayed - Exam\nTimetabe published - on website\nLatest upodate newsletter here:\nhttps://www.cambridgeinternational.org/news/n\news-details/view/update-for-cambridge-schools-\non-the-june-2021-series-20201106/", "https://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/summer-2021-\nchanges-to-assessments", "https://www.sqa.org.uk/sqa/95044.html", "AQA\nhttps://www.aqa.org.uk/qualifications\nOCR\nA Level Science practical endorsement announced email 4/11/20\nUpdates on changes to assessment for some A Levels over last 2 weeks\nhere: https://www.ocr.org.uk/administration/support-and-tools/siu/\nEntry Level qualifications announcement expected soon.\nUpdate on unit level changes Cambridge Techicals (affects UCM) etc on\nOCR update sent 16/11/20\nPearson\nExams officer update email sent 4/11/20 outlining changes\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.html\nDedicated Covid 19 Examination update page:\nhttps://qualifications.pearson.com/en/campaigns/pearson-covid-19.html\nExams Officer update from Pearson received 11/11/20 by schools", "Extract from JCQ e-newsletter 4/11/20: JCQ, on behalf of\nthe awarding bodies, invited schools and colleges to send\ncomments on the GCE AS, A level and GCSE Summer 2021\nprovisional Common Timetable. We would like to thank those who\nprovided feedback during this year’s consultation.\nThe awarding bodies use the JCQ Common Timetable to produce\nand publish their GCE AS, A-level and GCSE timetables.\nDue to Covid-19, next summer’s timetable carries certain\nlimitations. These include the requirement to schedule exams\nwithin the timeframe as mandated by the Department for\nEducation.\nOnce feedback has been reviewed, the awarding bodies will aim\nto publish their final examination timetables at the earliest\nopportunity.\n\\", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news\nsection of the website's home page", "Welsh Minsiter for Education announced the\ncancellation of GCSE and A level Exams\nSummer 2021 in Wales on 10/11/20. Structure\nof alternative teacher supervised but\nexternally marked classroom based\nassessements yet to be announced by WJEC:\nhttps://www.wjec.co.uk/articles/summe\nr-2021-assessments-kirsty-williams-\nannouncement/", "Changes to assessment for National 3 and 4\nFreestanding Units - see link 16/10/20\nupdate\nSubject specific information on National\n5 and Higher Assessments - see link\n16/10/20 update\nSubject Guidance for National 5 Practical\nCookery Guidance published 19/11/20\nhttps://www.sqa.org.uk/sqa/files_ccc/guidance-\nestimates-n5-practical-cookery.pdf\nSQA news update 19/11/20\nExtension to closing date for school entries to\n20/11/20\nSQA News Update available through emailed\npage to centres on a Thursday each week-\nExams Officers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "OCR Cambridge Nationals and Technicals\nUnit level changes confirmed\nhttps://www.ocr.org.uk/news/unit-level-changes-to-cambridge-nationals-\nand-technicals-confirmed/\nFurther update on proposed changes due w/b 9/11/20\nNo late entry fees for moderated units for Jan 2021 entry.\nBTEC National Qualification Adaptations for Summer 2021:\nhttps://qualifications.pearson.com/content/dam/pdf/teaching-and-learning-\nhub/Proposed-adaptations-for-BTEC-assessments-2021.pdf?\ninterim bank of units system introduced - to mitigate against future\ndisruption of assesment. All mandatory units should be taught first and\nuse of Jan/Feb exam series encouraged by exam board if learners are\nready.\nDetailed email sent to centres 3/11/20. 20/21 Support Page launched -\nvery important!\nhttps://qualifications.pearson.com/en/campaigns/teaching-and-\nlearning-support-in-2020.html\nSupport portal also available", "", "" ], [ "", "", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/", "", "Exam updates emailed to Exams Officer periodically.All awarding bodies\nhave dedicated Covid support pages on the public website. Ofqual has a\ndedicated page confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "No plans to delay or cancel Summer 2021\nexams. Final timetable for Summer 2021 due to\nbe published end of Oct 2020. Adjustments can\nbe applied for in certain subjects.", "Moderator visits suspended 2021. Final\ntimetable subject to change.\nGCSE Adaptions by Subject here:\nhttps://www.wjec.co.uk/media/1y1og30s/gcse-\nadaptations-booklet-public-website-e-\n230920.pdf\nA Level Adaptions here:\nhttps://www.wjec.co.uk/media/qvvldboy/wjec-\ngce-adaptations-booklet-e-01-09-20.pdf", "No extrenal assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and\nHospitality: Practical Cookery in IOM schools\nFurther information due w/b 9/11/20 and\n16/11/20 on Assessment Arrangement\nwebpage.\nGuidance published around evidence gathering\nand producing estimates:\nSubject specific guidance to follow on a rolling\nbasis starting mid October until 16/11/20\n(internal assessment support materials)\nTeachers encouraged to sign up to my alerts -\nemail sent to exams officers on 3/11/20", "3 week delay to exam period Summer 2021 - To start on 7th June and\nfinish on 2nd July. GCSE and A Level England (ie OfQual regulated results\nwill be released in the same week - begiining 23/8/20:\nGCSE and Ofqual regulated BTECS etc - Friday 27th August\nAS and A Levels - Tuesday 24th August\nPearson sent a detailed email to schools on 15/10/20 outlining the\nfollowing:\nBTEC 2021 Summer Series\nChanges to 2021 Content and Assessment\nSupport page now available:\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.htmlutm_source=ealert&utm_medium=email&utm_campaign=GB\nSEGS0820SUM21&utm_content=gqdfe\nThis was followed by a further more detailed Exams officer email on\n15/10/20", "Results Days Summer 2021\nconfirmed:\nSQA Tuesday 10th August 2021\nCIE Thursday 12th August 2021\nJCQ A Level Tuesday 24th August 2021\nJCQ GCSE Friday 27th August 2021", "" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "30 November 2020 09:14", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Exam Board Update w/e 27/11/20", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated link\nspecific to current\nannouncement", "Information on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images\n/596070-adjustments-to-components-for-june-\n2021.pdf\nExam series Summer 2021 not delayed - Exam\nTimetabe published - on website\nLatest update here:\nhttps://www.cambridgeinternational.org/covid/", "https://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/summer-2021-\nchanges-to-assessments", "https://www.sqa.org.uk/sqa/95044.html", "AQA\nhttps://www.aqa.org.uk/qualifications\nOCR\nA Level Science practical endorsement announced email 4/11/20\nUpdates on changes to assessment for some A Levels over last 2 weeks\nhere: https://www.ocr.org.uk/administration/support-and-tools/siu/\nEntry Level qualifications announcement expected soon.\nUpdate on unit level changes Cambridge Techicals (affects UCM) etc on\nOCR update sent 16/11/20\nPearson\nExams officer update email sent 4/11/20 outlining changes\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.html\nDedicated Covid 19 Examination update page:\nhttps://qualifications.pearson.com/en/campaigns/pearson-covid-19.html\nExams Officer update from Pearson received 11/11/20 by schools", "Extract from JCQ e-newsletter 4/11/20: JCQ, on behalf of\nthe awarding bodies, invited schools and colleges to send\ncomments on the GCE AS, A level and GCSE Summer 2021\nprovisional Common Timetable. We would like to thank those who\nprovided feedback during this year’s consultation.\nThe awarding bodies use the JCQ Common Timetable to produce\nand publish their GCE AS, A-level and GCSE timetables.\nDue to Covid-19, next summer’s timetable carries certain\nlimitations. These include the requirement to schedule exams\nwithin the timeframe as mandated by the Department for\nEducation.\nOnce feedback has been reviewed, the awarding bodies will aim\nto publish their final examination timetables at the earliest\nopportunity.\nEmail regarding ASDAN assessments sent 23/11/20.\n\\", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news\nsection of the website's home page", "Welsh Minsiter for Education announced the\ncancellation of GCSE and A level Exams\nSummer 2021 in Wales on 10/11/20. Structure\nof alternative teacher supervised but\nexternally marked classroom based\nassessements yet to be announced by WJEC:\nhttps://www.wjec.co.uk/articles/summe\nr-2021-assessments-kirsty-williams-\nannouncement/\nIOM Secondary Schooll headteachers have\ncollectively agreed to follow the same\nassessment processes that WJEC will put in for\ncandidates in schools in Wales at both Key\nStage 4 and 5 as they would prefer for their\npupils to be in a wider pool of candidates.", "Changes to assessment for National 3 and 4\nFreestanding Units\nSubject specific information on National 5\nand Higher Assessments\nSQA news update 25/11/20\nSQA has started to publish National 5 question\npapers and marking instructions for use in\nsession 2020–21. These are optional\nassessment resources that teachers and\nlecturers can use when gathering evidence for\nproducing estimates.\nhttps://www.sqa.org.uk/sqa/95917.html?mkt_t\nok=eyJpIjoiWm1GaE5UUmxNek0yWWpNeCIsIn\nQiOiJYZlJBcWR0d0V1TEVtNU43ZEhYTE5hSXpkc\nHJsUnFPRXpjeFRGaHZTR3A2WlNTd0laeUZ3eEh\nyTmJpb1hEUkZEOEwrQVwvZGc0NFo1VmZcL21\nqQWg2VzBPSHM5MUh2MzdSbEtqSE5WVGpYK1\npVYjZVWVVGSHVpK1hCNDJ4XC9jdUdpcyJ9\nSQA News Update available through emailed\npage to centres on a Thursday each week-\nExams Officers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "OCR Cambridge Nationals and Technicals\nUnit level changes confirmed\nhttps://www.ocr.org.uk/news/unit-level-changes-to-cambridge-nationals-\nand-technicals-confirmed/\nFurther update on proposed changes due w/b 9/11/20\nNo late entry fees for moderated units for Jan 2021 entry.\nBTEC National Qualification Adaptations for Summer 2021:\nEmail sent to exams officers sent on 19/11/20 outlining the following:\nBTEC Updates on adaptations\nJanuary/February assessments\nExam timetables and QA updates\nFuntional Skills\nhttps://qualifications.pearson.com/content/dam/pdf/teaching-and-learning-\nhub/Proposed-adaptations-for-BTEC-assessments-2021.pdf?\ninterim bank of units system introduced - to mitigate against future\ndisruption of assesment. All mandatory units should be taught first and\nuse of Jan/Feb exam series encouraged by exam board if learners are\nready.", "", "" ], [ "", "", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/", "", "Exam updates emailed to Exams Officer periodically.All awarding bodies\nhave dedicated Covid support pages on the public website. Ofqual has a\ndedicated page confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "No plans to delay or cancel Summer 2021\nexams. Final timetable for Summer 2021 due to\nbe published end of Oct 2020. Adjustments can\nbe applied for in certain subjects.\nUpdate on the position above expected end of\nfirst week/beginning of second week in\nDecember around delivery of exam series 'safely\nand fairly' Summer 2021.\nCIE have had discussions with an IOM\nSecondary Headteacher representative around\nIOM schools views on any proposed changes for\nthe Summer 2021 Series.", "Moderator visits suspended 2021. Final\ntimetable subject to change.\nGCSE Adaptions by Subject here:\nhttps://www.wjec.co.uk/media/1y1og30s/gcse-\nadaptations-booklet-public-website-e-\n230920.pdf\nA Level Adaptions here:\nhttps://www.wjec.co.uk/media/qvvldboy/wjec-\ngce-adaptations-booklet-e-01-09-20.pdf", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and\nHospitality: Practical Cookery in IOM schools\nGuidance published around evidence gathering\nand producing estimates:\nAll Subject specific guidance material now\npublished to schools (internal assessment\nsupport materials) with details on how it can\nbe used.\nTeachers encouraged to sign up to my alerts -\nemail sent to exams officers on 3/11/20", "3 week delay to exam period Summer 2021 - To start on 7th June and\nfinish on 2nd July. GCSE and A Level England (ie OfQual regulated results\nwill be released in the same week - begiining 23/8/20:\nGCSE and Ofqual regulated BTECS etc - Friday 27th August\nAS and A Levels - Tuesday 24th August\nPearson Support page available:\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.htmlutm_source=ealert&utm_medium=email&utm_campaign=GB\nSEGS0820SUM21&utm_content=gqdfe\nUpdate on position around OFqual regulated exams Summer 2021\nexpected eend of first week/beginning of second week in December.", "Results Days Summer 2021\nconfirmed:\nSQA Tuesday 10th August 2021\nCIE Thursday 12th August 2021\nJCQ A Level Tuesday 24th August 2021\nJCQ GCSE Friday 27th August 2021", "" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "04 December 2020 17:17", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Exam Board update w/e 4/12/20", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated link\nspecific to current\nannouncement", "Information on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images\n/596070-adjustments-to-components-for-june-\n2021.pdf\nExam series Summer 2021 not delayed - Exam\nTimetabe published - on website\nCambridge Handbook 2021 expected mid\nDecember 2020\nUpdates available here:\nhttps://www.cambridgeinternational.org/covid/", "https://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/summer-2021-\nchanges-to-assessments", "https://www.sqa.org.uk/sqa/95044.html", "AQA\nhttps://www.aqa.org.uk/qualifications\nOCR\nA Level Science practical endorsement announced email 4/11/20\nUpdates on changes to assessment for some A Levels over last 2 weeks\nhere: https://www.ocr.org.uk/administration/support-and-tools/siu/\nEntry Level qualifications announcement expected soon.\nUpdate on unit level changes Cambridge Techicals (affects UCM) etc on\nOCR update sent 16/11/20\nPearson\nExams officer update email sent 4/12/20 outlining exam timetable Summer\n2021", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINA\nL.pdf?\nEmail regarding ASDAN assessments (including requirements\naround mandatory moderation) sent 26/11/20. Detail here:\nhttps://www.asdan.org.uk/coronavirus-notification\n\\", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news\nsection of the website's home page", "Welsh Minsiter for Education announced the\ncancellation of GCSE and A level Exams\nSummer 2021 in Wales on 10/11/20. Structure\nof alternative teacher supervised but\nexternally marked classroom based\nassessements yet to be announced by WJEC:\nhttps://www.wjec.co.uk/articles/summe\nr-2021-assessments-kirsty-williams-\nannouncement/\nIOM Secondary Schooll headteachers have\ncollectively agreed to follow the same\nassessment processes that WJEC will put in for\ncandidates in schools in Wales at both Key\nStage 4 and 5 as they would prefer for their\npupils to be in a wider pool of candidates.", "Changes to assessment for National 3 and 4\nFreestanding Units\nSubject specific information on National 5\nand Higher Assessments\nSQA news update 4/12/20\nPractical Cookery National 4 added value unit\nmodeification announced.\nSQA News Update available through emailed\npage to centres on a Thursday each week-\nExams Officers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "OCR Cambridge Nationals and Technicals\nUnit level changes confirmed\nhttps://www.ocr.org.uk/news/unit-level-changes-to-cambridge-nationals-\nand-technicals-confirmed/\nBTEC National Qualification Adaptations for Summer 2021:\nEmail sent to exams officers sent on 4/12/20 highlighting a\nreduction to optional assessments will apply to most qualifications in the\nfollowing suites:\n-BTEC Nationals QCF and RQF\n-BTEC Firsts\nImportant Vocational Qualification Bulletin sent 1/12/20 including:\n-Guidance on Reasonable Adjustments for Internal Assessments\n-Special Consideration\n-Guidance on conducting examinations\n-Results Days for 2021 BTEC External Assessments\n-Childcare Work placement update\n-BTEC Tech Awards Assessment adaptation guidance\n-BTEC Level 3 Nationals in Applied Science\n-Learner Work Transfer – launch of our digital submission portal\n-Assignment checking service (ACS)", "", "" ], [ "", "", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/", "", "Exam updates emailed to Exams Officer periodically.All awarding bodies\nhave dedicated Covid support pages on the public website. Ofqual has a\ndedicated page confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "No plans to delay or cancel Summer 2021\nexams. Final timetable for Summer 2021 due to\nbe published end of Oct 2020. Adjustments can\nbe applied for in certain subjects.\nUpdate on the position above expected on or\naround 8/12/20 focused on delivery of exam\nseries 'safely and fairly' Summer 2021.\nCIE have had discussions with an IOM\nSecondary Headteacher representative around\nIOM schools views on any proposed changes for\nthe Summer 2021 Series.", "Moderator visits suspended 2021. Final\ntimetable subject to change.\nEmail sent 1/12/20 to centres:\nIn response to feedback from centres about\nthe continued disruption to teaching and\nlearning, WJEC have in some subjects\nintroduced further mitigations to NEA units to\nassist teachers and learners with social\ndistancing measures and to mitigate lost\nteaching and learning time.\nThe new booklet produced.\nNEA submission deadlines are also confirmed\n(there are changes) Work will be moderated\nremotely and uploaded via a WJEC online\nplatform, further information about the\nprocess to follow.", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and\nHospitality: Practical Cookery in IOM schools\nGuidance published around evidence gathering\nand producing estimates:\nAll Subject specific guidance material now\npublished to schools (internal assessment\nsupport materials) with details on how it can\nbe used.\nTeachers encouraged to sign up to my alerts -\nemail sent to exams officers on 3/11/20", "3 week delay to exam period Summer 2021 - To start on 7th June and\nfinish on 2nd July. GCSE and A Level England (ie OfQual regulated results\nwill be released in the same week - begiining 23/8/20:\nGCSE and Ofqual regulated BTECS etc - Friday 27th August\nAS and A Levels - Tuesday 24th August\nPearson Support page available:\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.htmlutm_source=ealert&utm_medium=email&utm_campaign=GB\nSEGS0820SUM21&utm_content=gqdfe\nUpdate on position around OFqual regulated exams Summer 2021 made\n3/12/20\nhttps://www.gov.uk/government/publications/guidance-to-support-the-\nsummer-2021-exams/guidance-to-support-the-summer-2021-exams", "Results Days Summer 2021\nconfirmed:\nSQA Tuesday 10th August 2021\nCIE Thursday 12th August 2021\nJCQ A Level Tuesday 24th August 2021\nJCQ GCSE Friday 27th August 2021", "" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "", "• more generous grading than usual, in line with results from summer 2020, so that", "" ], "rows": [ [ "", "this year's cohort is not disadvantaged", "" ], [ "", "• students getting advance notice - at the end of January - of some topic areas", "" ], [ "", "covered in exams to focus revision", "" ], [ "", "• exam aids - such as formula sheets - provided in some exams to cut down on the", "" ], [ "", "memorising required", "" ], [ "", "• additional \"backup\" exams - to be held in July - to give students a second chance to", "" ], [ "", "sit a paper if they have to miss main exams or assessments due to illness or self-", "" ], [ "", "isolation", "" ], [ "", "• and a new expert group, which will monitor variation in the impact of the pandemic", "" ], [ "", "on students across the country", "" ], [ "", "", "" ], [ "In extreme cases, where a student misses all their papers, a teacher-assessed grade will be", "", "" ], [ "given.", "", "" ], [ "", "", "" ], [ "Those young people taking vocational and technical qualifications will also see adaptations", "", "" ], [ "to their exams to ensure fairness.”", "", "" ] ], "row_count": 16, "col_count": 3 }, { "headers": [ "Redacted", "" ], "rows": [ [ "11 December 2020 17:11", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Exam Board Update w/e 11/12/20", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated link\nspecific to current\nannouncement", "Information on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images\n/596070-adjustments-to-components-for-june-\n2021.pdf\nExam series Summer 2021 not delayed - Exam\nTimetabe published - on website - Latest update\ncontains important information:\nhttps://mailchi.mp/cambridgeinternational/upda\nte-on-the-2021-exam-series-9-december-\n2020?e=ef5c91a181\nLink for model parent letter on 9/12/20 update", "https://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/summer-2021-\nchanges-to-assessments", "https://www.sqa.org.uk/sqa/96101.html", "AQA\nhttps://www.aqa.org.uk/qualifications\nOCR\nA Level Science practical endorsement announced email 4/11/20\nUpdates on changes to assessment for some A Levels over last 2 weeks\nhere: https://www.ocr.org.uk/administration/support-and-tools/siu/\nEntry Level qualifications announcement expected soon.\nUpdate on unit level changes Cambridge Techicals (affects UCM) etc on\nOCR update sent 16/11/20\nPearson\nExams officer update email sent 10/12/20", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINA\nL.pdf?\nEmail regarding ASDAN assessments (including requirements\naround mandatory moderation) sent 26/11/20. Detail here:\nhttps://www.asdan.org.uk/coronavirus-notification\n\\", "" ], [ "", "\"The four nations of the UK (England, Northern\nIreland, Scotland, Wales) are each handling 2021\nexams differently. Cambridge International is most\nlike England in that we are:\n- fully committed to holding exams in 2021\n- aligning our awarding standard to England, as\nstated in our Code of Practice\n- not reducing content\n- awarding grades to students who have been able to\ntake some of the components\n- confirming our list of in-exam aids, such as\ncalculators.\nWe vary from England in some areas in that we are:\n- offering exemptions to components such as science\npracticals and speaking tests\n- not offering advance notice of topics\n- offering an exam series in November for students\nwho miss exams in June\n- not offering reserve papers in July 2021 if a student\ncan’t take any exams.\" CIE update 9/12/20", "Welsh Minsiter for Education announced the\ncancellation of GCSE and A level Exams\nSummer 2021 in Wales on 10/11/20. Structure\nof alternative teacher supervised but\nexternally marked classroom based\nassessements yet to be announced by WJEC:\nhttps://www.wjec.co.uk/articles/summe\nr-2021-assessments-kirsty-williams-\nannouncement/\nIOM Secondary Schooll headteachers have\ncollectively agreed to follow the same\nassessment processes that WJEC will put in for\ncandidates in schools in Wales at both Key\nStage 4 and 5 as they would prefer for their\npupils to be in a wider pool of candidates.", "Process to be adopted for awarding National 5\ngrades summer 2021 now outlined at link\nabove (8/12/20).\nChanges to assessment for National 3 and 4\nFreestanding Units\nSubject specific information on National 5\nand Higher Assessments available\nDoes not affect IOM schools however\nScottish Deputy First Minister announced\ncancellation of Higher and Advanced Higher\nexams in Scotland (for University entry) on\n8/12/20.\nSQA News Update available through emailed\npage to centres on a Thursday each week-\nExams Officers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "OCR Cambridge Nationals and Technicals\nUnit level changes confirmed\nhttps://www.ocr.org.uk/news/unit-level-changes-to-cambridge-nationals-\nand-technicals-confirmed/\nBTEC National Qualification Adaptations for Summer 2021:\nEmail sent to exams officers sent on 4/12/20 highlighting a\nreduction to optional assessments will apply to most qualifications in the\nfollowing suites:\n-BTEC Nationals QCF and RQF\n-BTEC Firsts\nImportant vocational qualification bulletin sent to exams officers 11/12/20\nincluding a summary of mitigations and adaptations:\nhttps://qualifications.pearson.com/content/dam/pdf/teaching-and-learning-\nhub/Assessment-infographic.pdf?\nPrevious Bulletins available at this link:\nhttps://www.pearson.com/uk/educators/fe-college-\neducators.html?#vqbulletin", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news\nsection of the website's home page", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/", "", "Exam updates emailed to Exams Officer periodically.All awarding bodies\nhave dedicated Covid support pages on the public website. Ofqual has a\ndedicated page confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions confirmed here:\nhttps://www.cambridgeinternational.org/Images\n/covid-19-exemptions-for-march-and-june-2021-\nfactsheet.pdf\nEmail regarding Exams officer webinar\nopportunity for the 20 or 21st January should\nhave been received by centres 10/12/20.\nImportant that exams officers register for a\nplace.", "Moderator visits suspended 2021. Final\ntimetable subject to change.\nEmail sent 1/12/20 to centres:\nIn response to feedback from centres about\nthe continued disruption to teaching and\nlearning, WJEC have in some subjects\nintroduced further mitigations to NEA units to\nassist teachers and learners with social\ndistancing measures and to mitigate lost\nteaching and learning time.\nThe new booklet produced.\nNEA submission deadlines are also confirmed\n(there are changes) Work will be moderated\nremotely and uploaded via a WJEC online\nplatform, further information about the\nprocess to follow.", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and\nHospitality: Practical Cookery in IOM schools\nGuidance published around evidence gathering\nand producing estimates:\nAll Subject specific guidance material now\npublished to schools (internal assessment\nsupport materials) with details on how it can\nbe used.\nTeachers encouraged to sign up to my alerts.", "3 week delay to exam period Summer 2021 - To start on 7th June and\nfinish on 2nd July. GCSE and A Level England (ie OfQual regulated results\nwill be released in the same week - begiining 23/8/20:\nGCSE and Ofqual regulated BTECS etc - Friday 27th August\nAS and A Levels - Tuesday 24th August\nPearson Support page available:\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.htmlutm_source=ealert&utm_medium=email&utm_campaign=GB\nSEGS0820SUM21&utm_content=gqdfe\nUpdate on position around OFqual regulated exams Summer 2021 made\n3/12/20\nhttps://www.gov.uk/government/publications/guidance-to-support-the-\nsummer-2021-exams/guidance-to-support-the-summer-2021-exams", "Results Days Summer 2021\nconfirmed:\nSQA Tuesday 10th August 2021\nCIE Thursday 12th August 2021\nJCQ A Level Tuesday 24th August 2021\nJCQ GCSE Friday 27th August 2021", "" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "04 January 2021 10:40", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Summer 2021 Exams update 4/1/21", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated link\nspecific to current\nannouncement", "Information on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images\n/596070-adjustments-to-components-for-june-\n2021.pdf\nExam series Summer 2021 not delayed - Exam\nTimetabe published - on website - Latest update\ncontains important information:\nhttps://mailchi.mp/cambridgeinternational/upda\nte-on-the-2021-exam-series-9-december-\n2020?e=ef5c91a181\nLink for model parent letter on 9/12/20 update", "https://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/summer-2021-\nchanges-to-assessments", "https://www.sqa.org.uk/sqa/96101.html", "AQA\nhttps://www.aqa.org.uk/qualifications\nOCR\nA Level Science practical endorsement announced email 4/11/20\nUpdates on changes to assessment for some A Levels over last 2 weeks\nhere: https://www.ocr.org.uk/administration/support-and-tools/siu/\nEntry Level qualifications announcement expected soon.\nUpdate on unit level changes Cambridge Techicals (affects UCM) etc on\nOCR update sent 16/11/20\nPearson\nExams officer update email sent 10/12/20", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINA\nL.pdf?\nJCQ Statement 18/12/20 Summer 2021 Exams:\nhttps://www.jcq.org.uk/jcq-statement-2021-exams/\nJCQ\n\\", "" ], [ "", "\"The four nations of the UK (England, Northern\nIreland, Scotland, Wales) are each handling 2021\nexams differently. Cambridge International is most\nlike England in that we are:\n- fully committed to holding exams in 2021\n- aligning our awarding standard to England, as\nstated in our Code of Practice\n- not reducing content\n- awarding grades to students who have been able to\ntake some of the components\n- confirming our list of in-exam aids, such as\ncalculators.\nWe vary from England in some areas in that we are:\n- offering exemptions to components such as science\npracticals and speaking tests\n- not offering advance notice of topics\n- offering an exam series in November for students\nwho miss exams in June\n- not offering reserve papers in July 2021 if a student\ncan’t take any exams.\" CIE update 9/12/20", "Welsh Minsiter for Education announced the\ncancellation of GCSE and A level Exams\nSummer 2021 in Wales on 10/11/20.\nIOM Secondary Schooll headteachers have\ncollectively agreed to follow the same\nassessment processes that WJEC will put in for\ncandidates in schools in Wales at both Key\nStage 4 and 5.\nOn 16/12/20 Welsh Education Minister\nprovided further details on how the system put\nin place to replace exams for GCSEs and AS/A\nlevels in 2021 will work. Full details here:\nhttps://www.wjec.co.uk/articles/gcses-and-a-\nlevels-welsh-government-s-plan-for-\nassessments-2021/\nThis announcement does not affect\nOfqual regulated WJEC Eduqas\nqualifications.", "Process to be adopted for awarding National 5\ngrades summer 2021 now outlined at link\nabove (8/12/20).\nChanges to assessment for National 3 and 4\nFreestanding Units\nSubject specific information on National 5\nand Higher Assessments available\nDoes not affect IOM schools however\nScottish Deputy First Minister announced\ncancellation of Higher and Advanced Higher\nexams in Scotland (for University entry) on\n8/12/20.\nSQA News Update available through emailed\npage to centres on a Thursday each week-\nExams Officers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "OCR Cambridge Nationals and Technicals\nUnit level changes confirmed\nhttps://www.ocr.org.uk/news/unit-level-changes-to-cambridge-nationals-\nand-technicals-confirmed/\n\"With the approval of the DfE, we are allowing assessments of moderated\nunits to be reduced where disruption to teaching has been so great that it\nis necessary. \" Update email 18/12/20 to centres\nBTEC National Qualification Adaptations for Summer 2021:\nEmail sent to exams officers sent on 4/12/20 highlighting a\nreduction to optional assessments will apply to most qualifications in the\nfollowing suites:\n-BTEC Nationals QCF and RQF\n-BTEC Firsts\nImportant vocational qualification bulletin sent to exams officers 11/12/20\nincluding a summary of mitigations and adaptations:\nhttps://qualifications.pearson.com/content/dam/pdf/teaching-and-learning-\nhub/Assessment-infographic.pdf?", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news\nsection of the website's home page", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/", "", "Exam updates emailed to Exams Officer periodically.All awarding bodies\nhave dedicated Covid support pages on the public website. Ofqual has a\ndedicated page confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions confirmed here:\nhttps://www.cambridgeinternational.org/Images\n/covid-19-exemptions-for-march-and-june-2021-\nfactsheet.pdf\nEmail regarding Exams officer webinar\nopportunity for the 20 or 21st January should\nhave been received by centres 10/12/20.\nImportant that exams officers register for a\nplace.", "Useful timeline for Summer 2021 for Teachers:\nhttps://www.wjec.co.uk/media/o53anvkg/timel\nine-for-teachers-2021.pdf", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and\nHospitality: Practical Cookery in IOM schools\nGuidance published around evidence gathering\nand producing estimates:\nAll Subject specific guidance material now\npublished to schools (internal assessment\nsupport materials) with details on how it can\nbe used.\nTeachers encouraged to sign up to my alerts.", "3 week delay to exam period Summer 2021 - To start on 7th June and\nfinish on 2nd July. GCSE and A Level England (ie OfQual regulated results\nwill be released in the same week - begiining 23/8/20:\nGCSE and Ofqual regulated BTECS etc - Friday 27th August\nAS and A Levels - Tuesday 24th August\nPearson Support page available:\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-exam-\nsupport.htmlutm_source=ealert&utm_medium=email&utm_campaign=GB\nSEGS0820SUM21&utm_content=gqdfe\nUpdate on position around OFqual regulated exams Summer 2021 made\n3/12/20\nhttps://www.gov.uk/government/publications/guidance-to-support-the-\nsummer-2021-exams/guidance-to-support-the-summer-2021-exams", "Results Days Summer 2021\nconfirmed:\nSQA Tuesday 10th August 2021\nCIE Thursday 12th August 2021\nJCQ A Level Tuesday 24th August 2021\nJCQ GCSE Friday 27th August 2021", "" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "10 January 2021 17:46", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Exams Summer 2021 Update - 8/1/21", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels – Year\n12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year 11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled from\nA Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled from\nA Level)", "", "" ], [ "Position ‐ updated link\nspecific to current\nannouncement", "Information on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images/\n596070-adjustments-to-components-for-june-\n2021.pdf\nExam series Summer 2021 not delayed - Exam\nTimetabe published - on website", "https://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/summer-2021-\nchanges-to-assessments", "https://www.sqa.org.uk/sqa/96101.html", "AQA\nOCR\nPearson\nExams officer email sent on 8/1/21 including update on Jan 2021 BTEC\nexams and details of free online training for exams officers and key dates\n2021", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINAL\n.pdf?\nJCQ Statement 18/12/20 Summer 2021 Exams:\nhttps://www.jcq.org.uk/jcq-statement-2021-exams/", "" ], [ "", "Cambridge International is\n- fully committed to holding exams in 2021\n- aligning our awarding standard to England, as\nstated in our Code of Practice\n- not reducing content\n- awarding grades to students who have been able to\ntake some of the components\n- confirming our list of in-exam aids, such as\ncalculators.\nCIE update 9/12/20\nTwo email updates w/b 4/1/21 again confirming CAI\ncommitment to running a normal exam series\nSummer 2021.", "Welsh Minsiter for Education announced the\ncancellation of GCSE and A level Exams Summer\n2021 in Wales on 10/11/20.\nIOM Secondary Schooll headteachers have\ncollectively agreed to follow the same assessment\nprocesses that WJEC will put in for candidates in\nschools in Wales at both Key Stage 4 and 5.\nOn 16/12/20 Welsh Education Minister provided\nfurther details on how the system put in place to\nreplace exams for GCSEs and AS/A levels in 2021\nwill work. Full details here:\nhttps://www.wjec.co.uk/articles/gcses-and-a-levels-\nwelsh-government-s-plan-for-assessments-2021/\nThis announcement does not affect Ofqual\nregulated WJEC Eduqas qualifications they will\nfollow the system set out in England.", "Process to be adopted for awarding National 5\ngrades summer 2021 now outlined at link above\n(8/12/20).\nChanges to assessment for National 3 and 4\nFreestanding Units\nSubject specific information on National 5 and\nHigher Assessments available", "OCR Cambridge Nationals and Technicals\nUnit level changes confirmed\nhttps://www.ocr.org.uk/news/unit-level-changes-to-cambridge-nationals-\nand-technicals-confirmed/\nBTEC National Qualification Adaptations for Summer 2021:\nEmail sent to exams officers sent on 4/12/20 highlighting a\nreduction to optional assessments will apply to most qualifications in the\nfollowing suites:\n-BTEC Nationals QCF and RQF\n-BTEC Firsts\nCurrent and previous bulletins available at this link:\nhttps://www.pearson.com/uk/educators/fe-college-\neducators.html?#vqbulletin", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "Full externally set and marked exam series for IGCSE\nand I A Level Summer 2021. Coursework\ncomponents alongside written examinations for some\nsubject specifications as usual.", "Teacher assessment to replace externally set and\nmarked exam series. Further detail on this being\nreleased periodically to centres via secure sites.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical subjects.\nFurther detail on this released to centres via secure\nsites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled Ofqual\nregulated GCSE and A Level examinations on 6/1/21. Details of Teacher\nAssessment alternatives to examinations is limited currently. Teacher assessment\nis likely to be developed throuigh consultation with centres by Department for\nEducation/Ofqual by end of February 2021. Impact of this announcement on\nOfqual regulated vocational qualification exams is as yet is unclear.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news section\nof the website's home page", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/", "SQA News Update available through emailed\npage to centres on a Thursday each week-\nExams Officers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies have\ndedicated Covid support pages on the public website. Ofqual has a dedicated\npage confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions confirmed here:\nhttps://www.cambridgeinternational.org/Images/covi\nd-19-exemptions-for-march-and-june-2021-\nfactsheet.pdf\nEmail regarding Exams officer webinar opportunity\nfor the 20 or 21st January should have been received\nby centres 10/12/20. Important that exams officers\nregister for a place.", "Useful timeline for Summer 2021 for Teachers:\nhttps://www.wjec.co.uk/media/o53anvkg/timeli\nne-for-teachers-2021.pdf\nMore information on timeline expected w/b\n11/1/21", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and\nHospitality: Practical Cookery in IOM schools\nGuidance published around evidence gathering\nand producing estimates:\nAll Subject specific guidance material now\npublished to schools (internal assessment\nsupport materials) with details on how it can be\nused.\nTeachers encouraged to sign up to my alerts.", "3 week delay to exam period Summer 2021 - To start on 7th June and finish\non 2nd July. GCSE and A Level England (ie OfQual regulated results will be\nreleased in the same week - begiining 23/8/20:\nGCSE and Ofqual regulated BTECS etc - Friday 27th August\nAS and A Levels - Tuesday 24th August", "Results Days Summer 2021\nconfirmed:\nSQA Tuesday 10th August 2021\nCIE Thursday 12th August 2021\nJCQ A Level Tuesday 24th August 2021\nJCQ GCSE Friday 27th August 2021", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "17 January 2021 17:50", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Exams Update 2021 - w/e 15/1/21", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels – Year\n12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year 11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled from\nA Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled from\nA Level)", "", "" ], [ "Position ‐ updated link\nspecific to current\nannouncement", "Information on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images/\n596070-adjustments-to-components-for-june-\n2021.pdf\nExam series Summer 2021 not delayed - Exam\nTimetabe published - on website", "https://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/summer-2021-\nchanges-to-assessments", "https://www.sqa.org.uk/sqa/96101.html", "AQA\nOCR\nPearson\nExams officer email sent on 13/1/21 including update on results from\nAutumn 2020 series.\nWJEC Eduqas (Ofqual regulated qualifications)\nUpdate email issued 14/1/21 including instruction around entries for Summer\n2021 series.\nConsultation launched on Ofqual regulated General Qualifications:\n(ie GCSE, AS and A level grades) is below:\nhttps://www.gov.uk/government/consultations/consultation-on-how-gcse-as-\nand-a-level-grades-should-be-awarded-in-summer-2021", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINAL\n.pdf?\nJCQ Statement 18/12/20 Summer 2021 Exams:\nhttps://www.jcq.org.uk/jcq-statement-2021-exams/", "" ], [ "", "Cambridge International is\n- fully committed to holding exams in 2021\n- aligning our awarding standard to England, as\nstated in our Code of Practice\n- not reducing content\n- awarding grades to students who have been able to\ntake some of the components\n- confirming our list of in-exam aids, such as\ncalculators.\nCIE update 9/12/20\nLink to update 15/1/20 here:\nhttps://www.cambridgeinternational.org/news/news-\ndetails/view/update-for-cambridge-schools-on-covid-\n19-exemptions-2021-exam-series-20210115/\nExams officer webinar opportunity for the 20 or 21st\nJanuary - booking possible through link on 15/1/20\nupdate.", "Welsh Minsiter for Education announced the\ncancellation of GCSE and A level Exams Summer\n2021 in Wales on 10/11/20.\nIOM Secondary Schooll headteachers have\ncollectively agreed to follow the same assessment\nprocesses that WJEC will put in for candidates in\nschools in Wales at both Key Stage 4 and 5.\nOn 16/12/20 Welsh Education Minister provided\nfurther details on how the system put in place to\nreplace exams for GCSEs and AS/A levels in 2021\nwill work. Full details here:\nhttps://www.wjec.co.uk/articles/gcses-and-a-levels-\nwelsh-government-s-plan-for-assessments-2021/\nThis announcement does not affect Ofqual\nregulated WJEC Eduqas qualifications they will\nfollow the system set out in England.", "Process to be adopted for awarding National 5\ngrades summer 2021 now outlined at link above\n(8/12/20).\nChanges to assessment for National 3 and 4\nFreestanding Units\nSubject specific information on National 5 and\nHigher Assessments available\nSQA update on National 5 qualifications issued on\n12/1/21 and general update released on 14/1/21.\nUseful link on National Qualifications and provides a\nlink to other SQA qualifications:\nhttps://www.sqa.org.uk/sqa/96362.html?mkt_tok=e\nyJpIjoiWVRFME1EZzVaalJrWWpNNCIsInQiOiJBXC82Z\nXByREl2azd5MHpBb2NRRlg5bUZ6XC9LdjRIZFA4alZN\nS25GMzBQYTRvSStpU3pvb3VcLys1eGNFXC96ZmlIVl\nwvaGVcL1JtNXJabjVmVWRqNUkyQU92ZjkxdzRhaDdl\nWVZ1UFVPWmN1cVZabjVwc2M3VHhzNm8yWjF1OG\n9mSVprWSJ9", "OCR Cambridge Nationals and Technicals\nBTEC National Qualifications\nPearson provided important information on Vocational and Technical\nqualifications in an update to centres on 13/1/21. Schools/colleges can\ncontinue with BTEC exams in January \"if deemed right to do so in individual\ncentres.\" Assessments for February /March have been discontinued. It is\nimportant that centres review the detail in this update in light of what is\nrelevant to them and their students.\nVocational and Technical Qualification Consultation (including\nBTECs and Cambridge Technicals) is below:\nhttps://www.gov.uk/government/consultations/consultation-on-alternative-\narrangements-for-the-award-of-vtqs-and-other-general-qualifications-in-\n2021", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "Full externally set and marked exam series for IGCSE\nand I A Level Summer 2021. Coursework\ncomponents alongside written examinations for some\nsubject specifications as usual.", "Teacher assessment to replace externally set and\nmarked exam series. Further detail on this being\nreleased periodically to centres via secure sites.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical subjects.\nFurther detail on this released to centres via secure\nsites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled Ofqual\nregulated GCSE and A Level examinations on 6/1/21. Consultations on Teacher\nAssessment alternatives to examinations launched on 15/1/21 to run until\n29/1/21.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news section\nof the website's home page", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/", "SQA News Update available through emailed\npage to centres on a Thursday each week-\nExams Officers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies have\ndedicated Covid support pages on the public website. Ofqual has a dedicated\npage confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions confirmed here:\nhttps://www.cambridgeinternational.org/Images/covi\nd-19-exemptions-for-march-and-june-2021-\nfactsheet.pdf\nMore detail on Covid 19 Exemptions issued on\n15/1/21. Link here:\nhttps://www.cambridgeinternational.org/covid/june-\n2021-exam-series/applying-for-exemptions/", "Useful timeline for Summer 2021 for Teachers:\nhttps://www.wjec.co.uk/media/o53anvkg/timeli\nne-for-teachers-2021.pdf\nMore information on timeline expected w/b\n11/1/21", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and\nHospitality: Practical Cookery in IOM schools\nGuidance published around evidence gathering\nand producing estimates:\nAll Subject specific guidance material now\npublished to schools (internal assessment\nsupport materials) with details on how it can be\nused.\nTeachers encouraged to sign up to my alerts.", "3 week delay to exam period Summer 2021 - To start on 7th June and finish\non 2nd July. GCSE and A Level England (ie OfQual regulated results will be\nreleased in the same week - begiining 23/8/20:\nGCSE and Ofqual regulated BTECS etc - Friday 27th August\nAS and A Levels - Tuesday 24th August", "Results Days Summer 2021\nconfirmed:\nSQA Tuesday 10th August 2021\nCIE Thursday 12th August 2021\nJCQ A Level Tuesday 24th August 2021\nJCQ GCSE Friday 27th August 2021", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "22 January 2021 16:49", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Exam Update 2021 - w/e 22/1/21", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS\nuncoupled from A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated\nlink specific to\ncurrent\nannouncement", "https://www.cambridgeassessment.org.uk/about‐us/our‐\nexam‐boards/cambridge‐international/\nCambridge International is", "https://www.wjec.co.uk", "https://www.sqa.org.uk/sqa/70972.html", "Pearson\nCentre newsletters sent out on 15/1/21 & 20/1/21 - now moved to a\ntwice weekly update. Key dates/deadlines and actions linked to these\nhighlighted in 20/1/update. Approximate timescales oulined:\nOfqual consultation 15/1 - 29/1\nOfqual announce outcome of consultation – Mid February\nEntries deadline for GCSE, AS/A Level - 21/2\nSupport and training from Pearson – From February half term\nSystem for submitting Teacher Assessment Grades Open – To be finalised.\nSystem for submitting Teacher Assessment Grades Closes - To be finalised.\nAQA\nOCR\nCentre update emails on 15/1/21 & 19/1/21 including important\ninformation on deadlines and entries and update webinar on 27/1/21.\nWJEC Eduqas (Ofqual regulated qualifications)\nConsultation launched on Ofqual regulated General\nQualifications:\n(ie GCSE, AS and A level grades) is below:\nhttps://www.gov.uk/government/consultations/consultation-on-how-gcse-\nas-and-a-level-grades-should-be-awarded-in-summer-2021\nOutcomes of Ofqual Consultation due to be announced mid February.", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FIN\nAL.pdf?", "" ], [ "", "- fully committed to holding exams in 2021\n- aligning our awarding standard to England, as\nstated in our Code of Practice\n- not reducing content\n- awarding grades to students who have been able\nto take some of the components\n- confirming our list of in-exam aids, such as\ncalculators.\nCIE update 9/12/20\nLink to update 21/1/20\nherehttps://mailchi.mp/cambridgeinternational/up\ndate-for-cambridge-uk-schools-on-2021-exams-21-\njanuary-2021?e=2f0ae76dfc\nThis update includes a link to enable Cambridge\ncentres to feedback to Cambridge on the Summer\n2021 Exam Series :\nfeedback2021@cambridgeinternational.org", "Welsh Minsiter for Education announced the\ncancellation of GCSE and A level Exams Summer\n2021 in Wales on 10/11/20.\nIOM Secondary Schooll headteachers\ncollectively agreed to follow the same\nassessment processes that WJEC will put in for\ncandidates in schools in Wales at both Key Stage\n4 and 5.\nOn 16/12/20 Welsh Education Minister provided\nfurther details on how the system put in place to\nreplace exams for GCSEs and AS/A levels in 2021\nwill work.\nOn 20/1/20 Welsh Education Minister announced\nmove to Centre Determined Grades - further\ndetails due to be released to centres from WJEC.\nThis announcement does not affect Ofqual\nregulated WJEC Eduqas qualifications they will\nfollow the system set out by Ofqual in England\nfollowing the completion of the consulation\nperiod.", "Useful National 4/5 qualifications 2021 page:\nhttps://www.sqa.org.uk/sqa/95257.html\nImportant information in SQA update\n21/1/21regarding Skills for Work, National\nProgression Awards. SQA currently reviewing\nassessment 'with provision of an additional\nalternative approach to assessment is being\ndeveloped to provide further flexibility for centres\nand learners whilst maintaining the integrity of\ncertification and public confidence.' Further detail\nexpected 1/2/21.", "OCR Cambridge Nationals and Technicals\nBTEC National Qualifications\nPearson provided important information on Vocational and Technical\nqualifications in an update to centres on 15/1/21. It is important that\ncentres review the detail in this update includes an summary of current\nadaptations to BTEC qualifications and other key information as well as\nbooking details for support meetings for centres :\nFE & Sixth Form Event 27/1/21 from 3-5pm\nSchools event 28/1/21 from 3-5pm\nImportant information on ASDAN including adaptations to delivery\nand assessment and information on moderation :\nhttps://www.asdan.org.uk/coronavirus-notification\nVocational and Technical Qualification Consultation (including\nBTECs and Cambridge Technicals) is below:\nhttps://www.gov.uk/government/consultations/consultation-on-\nalternative-arrangements-for-the-award-of-vtqs-and-other-general-\nqualifications-in-2021\nOutcomes of Ofqual Consultation due to be announced mid February.", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "Full externally set and marked exam series for\nIGCSE and I A Level Summer 2021. Coursework\ncomponents alongside written examinations for\nsome subject specifications as usual.", "Centre Determined Grades to replace externally\nset and marked exam series. Further detail on\nthis due to be released.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical\nsubjects. Further detail on this released to\ncentres via secure sites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled\nOfqual regulated GCSE and A Level examinations on 6/1/21. Consultations on\nTeacher Assessment alternatives to examinations launched on 15/1/21 to run\nuntil 29/1/21.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news\nsection of the website's home page", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-\nget-the-support-you-need/", "SQA News Update available through emailed\npage to centres on a Thursday each week-\nExams Officers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies\nhave dedicated Covid support pages on the public website. Ofqual has a\ndedicated page confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions information here:\nhttps://www.cambridgeinternational.org/covid/jun\ne-2021-exam-series/applying-for-exemptions/\nincluding factsheet:\nhttps://www.cambridgeinternational.org/Images/c\novid-19-exemptions-for-march-and-june-2021-\nfactsheet.pdf\nInformation on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images/5\n96070-adjustments-to-components-for-june-\n2021.pdf", "New timelines expected to be published soon.", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and\nHospitality: Practical Cookery in IOM schools\nGuidance published around evidence\ngathering and producing estimates:\nAll Subject specific guidance material now\npublished to schools (internal assessment\nsupport materials) with details on how it can\nbe used.\nTeachers encouraged to sign up to my alerts.", "", "Results Days Summer 2021\nconfirmed:\nSQA Tuesday 10th August 2021\nCIE Thursday 12th August 2021\nJCQ A Level Tuesday 24th August 2021*\nJCQ GCSE Friday 27th August 2021*\n* May change as a result of DfE Consultation (earlier date\nproposed to allow more time for appeals)", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "29 January 2021 15:56", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Exams 2021 Update - w/e 29/1/21", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS\nuncoupled from A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "JCQ e Newsletter sent out on 25/1/21 highlighting appeals process\nfor November series and public consultations.", "" ], [ "Position ‐ updated\nlink specific to\ncurrent\nannouncement", "https://www.cambridgeassessment.org.uk/about‐us/our‐\nexam‐boards/cambridge‐international/", "https://www.wjec.co.uk", "https://www.sqa.org.uk/sqa/70972.html", "Pearson\nCentre newsletter sent out on 25/1/21 - highlighting the need to make entries\nas usual and order modified papers.\nVocational Qualification Bulletin sent out on 26/1/21 including :\nReminder of current situation - really useful!\nReduced Optional and Mandatory IA Guidance for BTEC\nStandards Verification processes for 2021\nLearner Work Transfer Launch\nAQA\nOCR\nCentre update email on 22/1/21 including details on fees, NEA and\nconsultations.\nWJEC Eduqas\nUpdate letter https://www.eduqas.co.uk/home/administration/entries/summer-\n2021-series-information-for-centres-outside-mainland-england-and-wales/\nConsultation launched on Ofqual regulated General Qualifications:\n(ie GCSE, AS and A level grades) is below:\nhttps://www.gov.uk/government/consultations/consultation-on-how-gcse-as-\nand-a-level-grades-should-be-awarded-in-summer-2021\nOutcomes of Ofqual Consultation due to be announced mid February.", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINAL.p\ndf?", "" ], [ "", "Cambridge International is\n- fully committed to holding exams in 2021\n- aligning our awarding standard to England, as\nstated in our Code of Practice\n- not reducing content\n- awarding grades to students who have been able\nto take some of the components\n- confirming our list of in-exam aids, such as\ncalculators.\nCIE update 9/12/20\nLink to update 21/1/20\nherehttps://mailchi.mp/cambridgeinternational/up\ndate-for-cambridge-uk-schools-on-2021-exams-21-\njanuary-2021?e=2f0ae76dfc\nThis update includes a link to enable Cambridge\ncentres to feedback to Cambridge on the Summer\n2021 Exam Series :\nfeedback2021@cambridgeinternational.org", "Welsh Minsiter for Education announced the\ncancellation of GCSE and A level Exams Summer\n2021 in Wales on 10/11/20.\nIOM Secondary Schooll headteachers\ncollectively agreed to follow the same\nassessment processes that WJEC will put in for\ncandidates in schools in Wales at both Key Stage\n4 and 5.\nOn 16/12/20 Welsh Education Minister provided\nfurther details on how the system put in place to\nreplace exams for GCSEs and AS/A levels in 2021\nwill work.\nOn 20/1/20 Welsh Education Minister announced\nmove to Centre Determined Grades - further\ndetails due to be released to centres from WJEC.\nThis announcement does not affect Ofqual\nregulated WJEC Eduqas qualifications they will\nfollow the system set out by Ofqual in England\nfollowing the completion of the consulation\nperiod.", "Useful National 4/5 qualifications 2021 page:\nhttps://www.sqa.org.uk/sqa/95257.html\nInformation in SQA update 28/1/21 including\nupdates for centres, parents and carers on\nNational 5 qualifications. Separate accreditation\nnewsletter on 28/1/21 around lapse periods for\nqualifications and teaching times.", "OCR Cambridge Nationals and Technicals\nBTEC National Qualifications\nPearson provided important information on Vocational and Technical\nqualifications in an update to centres on 15/1/21. It is important that centres\nreview the detail in this update includes an summary of current adaptations\nto BTEC qualifications and other key information as well as booking details\nfor support meetings for centres :\nFE & Sixth Form Event 27/1/21 from 3-5pm\nSchools event 28/1/21 from 3-5pm\nImportant information on ASDAN including adaptations to delivery and\nassessment and information on moderation :\nhttps://www.asdan.org.uk/coronavirus-notification\nVocational and Technical Qualification Consultation (including BTECs\nand Cambridge Technicals) is below:\nhttps://www.gov.uk/government/consultations/consultation-on-alternative-\narrangements-for-the-award-of-vtqs-and-other-general-qualifications-in-2021\nOutcomes of Ofqual Consultation due to be announced mid February.", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "Full externally set and marked exam series for\nIGCSE and I A Level Summer 2021. Coursework\ncomponents alongside written examinations for\nsome subject specifications as usual.", "Centre Determined Grades to replace externally\nset and marked exam series. Further detail on\nthis due to be released.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical\nsubjects. Further detail on this released to\ncentres via secure sites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled\nOfqual regulated GCSE and A Level examinations on 6/1/21. Consultations on\nTeacher Assessment alternatives to examinations launched on 15/1/21 to run\nuntil 29/1/21.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news section\nof the website's home page", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-get-\nthe-support-you-need/", "SQA News Update available through emailed page\nto centres on a Thursday each week- Exams\nOfficers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies have\ndedicated Covid support pages on the public website. Ofqual has a dedicated\npage confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions information here:\nhttps://www.cambridgeinternational.org/covid/jun\ne-2021-exam-series/applying-for-exemptions/\nincluding factsheet:\nhttps://www.cambridgeinternational.org/Images/c\novid-19-exemptions-for-march-and-june-2021-\nfactsheet.pdf\nInformation on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images/5\n96070-adjustments-to-components-for-june-\n2021.pdf\nInfo from webinar :\nConcession to be able to withdraw candidates up\nto 17th April also applies to entry amendments\nand new entries. CIE will not ask for evidence to\nback up any entry changes.\nSchools will not be charged late fees for entries\nbetween 21st Feb and 17th April.", "New timelines expected to be published soon.", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and Hospitality:\nPractical Cookery in IOM schools\nGuidance published around evidence gathering\nand producing estimates:\nAll Subject specific guidance material now\npublished to schools (internal assessment support\nmaterials) with details on how it can be used.\nTeachers encouraged to sign up to my alerts.", "", "Results Days Summer 2021\nconfirmed:\nSQA Tuesday 10th August 2021\nCIE Thursday 12th August 2021\nJCQ A Level Tuesday 24th August 2021*\nJCQ GCSE Friday 27th August 2021*\n* May change as a result of DfE Consultation (earlier date\nproposed to allow more time for appeals)", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "05 February 2021 16:41", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Exams 2021 Update - w/e 5/2/21", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS\nuncoupled from A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated\nlink specific to\ncurrent\nannouncement", "https://www.cambridgeassessment.org.uk/about‐us/our‐\nexam‐boards/cambridge‐international/", "https://www.wjec.co.uk", "https://www.sqa.org.uk/sqa/70972.html", "Pearson\nCentre newsletter sent out on 1/2 /21 - highlightin closure of Ofqual\nConsultation, entries deadline, statement on support for grading 2021.\nVocational Qualification Bulletin sent out on 3/2/21 including :\nCurrent status -really useful\nSetting standards for the January 2021 external assessments\nJan-Feb 2021 BTEC Customer Briefing sessions\nCertificating Learners\nChildren’s Play, Learning and Development (Childcare)\nBTEC onscreen on-demand tests update\nOnscreen test security\nNotice of withdrawal of Post 16 Level 2 and Level 3 Qualifications - important\nAQA\nOCR\nCentre update email on 2/2/21 including details on subject information\nupdates, Summer 2021 Fees and updates, NEA Summer 2021, some subject\ncorrections and extension to certification date for legacy functional skills\nEnglish and Maths\nWJEC Eduqas\n1/2/21 Email base data Eduqas Subjects\nConsultation Ofqual regulated General Qualifications (ie GCSE, AS and\nA level grades) Closed 29/1/21", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINAL.p\ndf?\nUpdate on access arrangements Summer 2021 on JCQ website:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/01/Notice-to-\nCentres-SENCos-and-assessors-June-2021.pdf\nUseful information on main JCQ website:\nhttps://www.jcq.org.uk/exams-office/access-arrangements-and-\nspecial-consideration/regulations-and-guidance/", "" ], [ "", "Cambridge International is\n- fully committed to holding exams in 2021\n- aligning our awarding standard to England, as\nstated in our Code of Practice\n- not reducing content\n- awarding grades to students who have been able\nto take some of the components\n- confirming our list of in-exam aids, such as\ncalculators.\nCIE update 9/12/20\n\"For the small number of countries (such as\nMexico and the UK) and regions within countries\nwhere running exams is not possible because of\ndirectives from national or regional authorities, we\nare looking at switching from exams to an\napproach based on teacher assessment. This\nwould apply to all schools in those countries and\nregions. We will provide a further update next\nweek.\" CIE update 4/2/21\nLink to update 4/2/21\nhttps://mailchi.mp/cambridgeinternational/update-\nfor-cambridge-schools-on-the-june-2021-exam-\nseries?e=2f0ae76dfc", "Welsh Minsiter for Education announced the\ncancellation of GCSE and A level Exams Summer\n2021 in Wales on 10/11/20.\nIOM Secondary Schooll headteachers\ncollectively agreed to follow the same\nassessment processes that WJEC will put in for\ncandidates in schools in Wales at both Key Stage\n4 and 5.\nOn 16/12/20 Welsh Education Minister provided\nfurther details on how the system put in place to\nreplace exams for GCSEs and AS/A levels in 2021\nwill work.\nOn 20/1/20 Welsh Education Minister announced\nmove to Centre Determined Grades - further\ndetails due to be released to centres from WJEC.\nThis announcement does not affect Ofqual\nregulated WJEC Eduqas qualifications.\nAmendment window for WJEC qualifications\nexetended until the 22nd April which means that\nno late fees will be charged until the 23rd April. .\nThis extension applies to all WJEC and Eduqas\nqualifications, general and vocational. WJEC\nCentre update 5/1/21", "Useful National 4/5 qualifications 2021 page:\nhttps://www.sqa.org.uk/sqa/95257.html\nInformation in SQA update 4/1/21 including\nupdates for centres on Subject Guidance National\n3-5 practical qualifications, understanding\nstandards resources 20-21 and Internal\nassessment resource materials.\nSQA Co-ordinator Update 29/1/21 including\ninformation on Skills for Work, NPAs at higher\nlevel", "OCR Cambridge Nationals and Technicals\nBTEC National Qualifications\nPearson provided important information on Vocational and Technical\nqualifications in an update to centres on 15/1/21. It is important that centres\nreview the detail in this update includes an summary of current adaptations\nto BTEC qualifications and other key information as well as booking details\nfor support meetings for centres :\nFE & Sixth Form Event 27/1/21 from 3-5pm\nSchools event 28/1/21 from 3-5pm\nImportant information on ASDAN including adaptations to delivery and\nassessment and information on moderation :\nhttps://www.asdan.org.uk/coronavirus-notification\nVocational and Technical Qualification Consultation (including BTECs\nand Cambridge Technicals) Closed 29/1/21\nOutcomes of Ofqual Consultations due to be announced mid February.", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "Full externally set and marked exam series for\nIGCSE and I A Level Summer 2021. Coursework\ncomponents alongside written examinations for\nsome subject specifications as usual.", "Centre Determined Grades to replace externally\nset and marked exam series. Further detail on\nthis due to be released.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical\nsubjects. Further detail on this released to\ncentres via secure sites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled\nOfqual regulated GCSE and A Level examinations on 6/1/21. Consultations on\nTeacher Assessment alternatives to examinations launched on 15/1/21 to run\nuntil 29/1/21.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news section\nof the website's home page", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-get-\nthe-support-you-need/", "SQA News Update available through emailed page\nto centres on a Thursday each week- Exams\nOfficers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies have\ndedicated Covid support pages on the public website. Ofqual has a dedicated\npage confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions information here:\nhttps://www.cambridgeinternational.org/covid/jun\ne-2021-exam-series/applying-for-exemptions/\nincluding factsheet:\nhttps://www.cambridgeinternational.org/Images/c\novid-19-exemptions-for-march-and-june-2021-\nfactsheet.pdf\nInformation on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images/5\n96070-adjustments-to-components-for-june-\n2021.pdf\nInfo from webinar :\nConcession to be able to withdraw candidates up\nto 17th April also applies to entry amendments\nand new entries. CIE will not ask for evidence to\nback up any entry changes.\nSchools will not be charged late fees for entries\nbetween 21st Feb and 17th April.", "New timelines expected to be published soon.", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and Hospitality:\nPractical Cookery in IOM schools\nGuidance published around evidence gathering\nand producing estimates:\nAll Subject specific guidance material now\npublished to schools (internal assessment support\nmaterials) with details on how it can be used.\nTeachers encouraged to sign up to my alerts.", "", "Results Days Summer 2021\nconfirmed:\nSQA Tuesday 10th August 2021\nCIE Thursday 12th August 2021\nJCQ A Level Tuesday 24th August 2021*\nJCQ GCSE Friday 27th August 2021*\n* May change as a result of DfE Consultation (earlier date\nproposed to allow more time for appeals)", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "15 February 2021 12:28", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Exams 2021 Update - w/e 12/2/21", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels – Year\n12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year 11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled from\nA Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled from\nA Level)", "", "" ], [ "Position ‐ updated link\nspecific to current\nannouncement", "https://www.cambridgeassessment.org.uk/about‐us/our‐exam‐", "https://www.wjec.co.uk", "https://www.sqa.org.uk/sqa/70972.html", "Pearson\nCentre newsletter sent out on 10/2 /21 highlighting use of bulletins for\ncommunication with centres over the next few months.\nVocational Qualification Bulletin sent out on 12/2/21 including some important\nupdates due next week on BTEC adaptations, as well as a request for information\nthey will need from you in preparation for upcoming quality assurance and\ncertification activities.\nAQA\nUpdate received on 10/2/21 with a reminder on entry deadlines and a link to latest\nchanges :\nhttps://www.aqa.org.uk/2021-exam-\nchanges?_cldee=aC5jYWxleUBxZTIuc2NoLmlt&recipientid=contact-\nc7acb1eeb409e3118b6278e3b519b0a5-\n395de331441a4b2fa5d21a97751f4981&esid=2c0791cb-c85c-eb11-a812-\n000d3a49daf7\nOCR\nCentre update email on 12/2/21 including details of surveys being run canvassing\nviews on communication, support and lost learning.\nWJEC Eduqas\n1/2/21 Email base data Eduqas Subjects\nConsultation Ofqual regulated General Qualifications (ie GCSE, AS and A\nlevel grades) Closed 29/1/21", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINAL.pdf?\nUpdate on access arrangements Summer 2021 on JCQ website:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/01/Notice-to-Centres-\nSENCos-and-assessors-June-2021.pdf\nUseful information on main JCQ website:\nhttps://www.jcq.org.uk/exams-office/access-arrangements-and-special-\nconsideration/regulations-and-guidance/", "" ], [ "", "boards/cambridge‐international/", "", "", "", "", "" ], [ "", "Cambridge International is\n- fully committed to holding exams in 2021\n- aligning our awarding standard to England, as\nstated in our Code of Practice\n- not reducing content\n- awarding grades to students who have been able to\ntake some of the components\n- confirming our list of in-exam aids, such as\ncalculators.\nCIE update 9/12/20\n\"For the small number of countries (such as Mexico\nand the UK) and regions within countries where\nrunning exams is not possible because of directives\nfrom national or regional authorities, we are looking\nat switching from exams to an approach based on\nteacher assessment. This would apply to all schools\nin those countries and regions. We will provide a\nfurther update next week.\" CIE update 4/2/21\nLink to update 11/2/21\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-11-february-\n2021?e=2f0ae76dfc", "Welsh Minsiter for Education announced the\ncancellation of GCSE and A level Exams Summer\n2021 in Wales on 10/11/20.\nIOM Secondary Schooll headteachers collectively\nagreed to follow the same assessment processes\nthat WJEC will put in for candidates in schools in\nWales at both Key Stage 4 and 5.\nOn 16/12/20 Welsh Education Minister provided\nfurther details on how the system put in place to\nreplace exams for GCSEs and AS/A levels in 2021\nwill work.\nOn 20/1/20 Welsh Education Minister announced\nmove to Centre Determined Grades - further details\ndue to be released to centres from WJEC.\nThis announcement does not affect Ofqual\nregulated WJEC Eduqas qualifications.\nAmendment window for WJEC qualifications\nexetended until the 22nd April which means that no\nlate fees will be charged until the 23rd April. . This\nextension applies to all WJEC and Eduqas\nqualifications, general and vocational. WJEC Centre\nupdate 5/1/21", "Useful National 4/5 qualifications 2021 page:\nhttps://www.sqa.org.uk/sqa/95257.html\nInformation in SQA update 11/2/21 including\nupdates for centres on additional Understanding\nStandards materials\nSQA Co-ordinator Update 29/1/21 including\ninformation on Skills for Work, NPAs at higher level", "OCR Cambridge Nationals and Technicals\nBTEC National Qualifications\nPearson provided important information on Vocational and Technical qualifications\nin an update to centres on 15/1/21. It is important that centres review the detail in\nthis update includes an summary of current adaptations to BTEC qualifications and\nother key information as well as booking details for support meetings for centres\n:\nFE & Sixth Form Event 27/1/21 from 3-5pm\nSchools event 28/1/21 from 3-5pm\nImportant information on ASDAN including adaptations to delivery and\nassessment and information on moderation :\nhttps://www.asdan.org.uk/coronavirus-notification\nVocational and Technical Qualification Consultation (including BTECs and\nCambridge Technicals) Closed 29/1/21\nOutcomes of Ofqual Consultations due to be announced mid February.", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "Full externally set and marked exam series for IGCSE\nand I A Level Summer 2021. Coursework\ncomponents alongside written examinations for some\nsubject specifications as usual.", "Centre Determined Grades to replace externally set\nand marked exam series. Further detail on this due\nto be released.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical subjects.\nFurther detail on this released to centres via secure\nsites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled Ofqual\nregulated GCSE and A Level examinations on 6/1/21. Consultations on Teacher\nAssessment alternatives to examinations launched on 15/1/21 to run until\n29/1/21.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge Assessment\nreceived via email\nUpdate for schools published in the news section of\nthe website's home page", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-get-\nthe-support-you-need/", "SQA News Update available through emailed page\nto centres on a Thursday each week- Exams Officers\nplease check own emails.\nAny new updates are published in the news section\nof the website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies have\ndedicated Covid support pages on the public website. Ofqual has a dedicated page\nconfirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions information here:\nhttps://www.cambridgeinternational.org/covid/june-\n2021-exam-series/applying-for-exemptions/\nincluding factsheet:\nhttps://www.cambridgeinternational.org/Images/covi\nd-19-exemptions-for-march-and-june-2021-\nfactsheet.pdf\nInformation on Subject specific adjustments can be\nfound on the secure website. A summary factsheet\nFollows:\nhttps://www.cambridgeinternational.org/Images/596\n070-adjustments-to-components-for-june-2021.pdf\nInfo from webinar :\nConcession to be able to withdraw candidates up to\n17th April also applies to entry amendments and new\nentries. CIE will not ask for evidence to back up any\nentry changes.\nSchools will not be charged late fees for entries\nbetween 21st Feb and 17th April.", "Additional Guidance released by Qualifications Wales\n9/2/21:\nhttps://qualificationswales.org/media/7061/summer-\n2021-assessment-guidance-v1.pdf\nand an initial timeline:\nhttp://bit.ly/WJECTLFeb2021", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and Hospitality:\nPractical Cookery in IOM schools\nGuidance published around evidence gathering and\nproducing estimates:\nAll Subject specific guidance material now published\nto schools (internal assessment support materials)\nwith details on how it can be used.\nTeachers encouraged to sign up to my alerts.", "", "Results Days Summer 2021\nconfirmed:\nSQA Tuesday 10th August 2021\nCIE Thursday 12th August 2021\nJCQ A Level Tuesday 24th August 2021*\nJCQ GCSE Friday 27th August 2021*\n* May change as a result of DfE Consultation (earlier date\nproposed to allow more time for appeals)", "" ] ], "row_count": 7, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "28 February 2021 08:44", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Exams Update - w/e 25/2/21", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels – Year\n12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year 11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled from\nA Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled from\nA Level)", "", "" ], [ "Position ‐ updated link\nspecific to current\nannouncement", "https://www.cambridgeassessment.org.uk/about‐us/our‐exam‐", "https://www.wjec.co.uk", "https://www.sqa.org.uk/sqa/70972.html", "Pearson\nExams Officer Centre newsletter sent out on 24/2 /21 including details on fees,\nSummer 2021 exam support and Vocational qualification assessments (BTEC,\nFunctional Skills etc),\nResponse to Ofqual consulation centre update 25/2/21. Important : Full detail\nhere:\nhttp://view.ocrm1.pearson.com/?qs=9e8606d79d76e6769daa54f849810824c1994\n2546bb6271bbaa2f1ffc4a0af9ada9cb261499f78b2b2ea8b34eb68b508c69024341d\n3fa678fd669670310ba48a6a84a008d7b1d29ef70c6f0411f7d419\nBTECs in scope for alternative arrangements for assessment (Teacher Assessed\nGrades) and further detailed guidance expected to be released on this over coming\nweeks on these and general qualifications. Functional Skills assessment information\nand information on online events for BTEC Quality Nominees also included.\nAQA\nUpdate received on 10/2/21 with a reminder on entry deadlines and a link to latest\nchanges\nWJEC Eduqas", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINAL.pdf?\nUpdate on access arrangements Summer 2021 on JCQ website:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/01/Notice-to-Centres-\nSENCos-and-assessors-June-2021.pdf\nUseful information on main JCQ website:\nhttps://www.jcq.org.uk/exams-office/access-arrangements-and-special-\nconsideration/regulations-and-guidance/", "" ], [ "", "boards/cambridge‐international/", "", "", "", "", "" ], [ "", "Cambridge International is\n- fully committed to holding exams in 2021\n- aligning our awarding standard to England, as\nstated in our Code of Practice\n- not reducing content\n- awarding grades to students who have been able to\ntake some of the components\n- confirming our list of in-exam aids, CIE 9/12/20\nImportant CIE Update 25/2/21\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-on-2021-exams-25-february-\n2021?e=2f0ae76dfc\nIncludes details of the school assessed grades\nalternative to exams in countries where running\nexams is not possible :\nhttps://www.cambridgeinternational.org/images/colle\ncting-evidence-to-support-school-assessed-grades.pdf", "Amendment window for WJEC exetended until the\n22nd April WJEC Centre update 5/2/21\nWJEC Centre Update 23/2/21 Materials to\nsupport WJEC GCSE and GCE Centre\nDetermined Grades made available\nTimeline for centres:\nhttps://www.wjec.co.uk/media/xabdcgua/timeline-\nfor-teachers-feb.pdf\nMaterials available on public website - via\neach subject page:\nhttps://www.wjec.co.uk/qualifications/\nGuide: to NEA adaptations summer 2021.\nQualification Adaptations: a guide to the\nadaptations to assessed content in summer 2021.\nHigh-level Qualification Assessment\nFrameworks: summarising key requirements of\neach qualification and advice about determining\ngrades.\nAdditional documentation can be accessed by\nteachers/lecturers via our Secure Website:\nhttps://www.wjecservices.co.uk/login.asp\n· Initial Qualification Assessment Frameworks:", "Useful National 4/5 qualifications 2021 page:\nhttps://www.sqa.org.uk/sqa/95257.html\nInformation in SQA update 11/2/21 including\nupdates for centres on additional Understanding\nStandards materials\nSQA Co-ordinator Update 16/2/21 including\ninformation on deadlines for entries for national 5\nprovisional results and a timeline for the alternative\ncertification model.\nSQA update on 18/2/21 includes a link to updated\nspecific guidance for National 5 practical\ncourses including Practical Cookery.\nSQA update on 25/2/21 includes information on\nNational 4 added value units and the fact that SQA\nare considering furrher adjustments to SVQ\nqualifications (Skills for Work and NPAs). Key Dates\non SQA connect 1/3/21.", "OCR including Cambridge Nationals and Technicals\nEmail sent to schools on 26/2/21 including links to the outcomes of the DfE/Ofqual\nconsultations for general and vocational qualifications. OCR are developing\nguidance around these outcomes with further information expected to be released\nby OCR on 5/3/21.\nOCR entry level Science - additional adjustments made - highlighted in email to\ncentres on 23/2/21\nOCR email to Heads of Centre aroudn fees 26/2/21\nImportant information on ASDAN including adaptations to delivery and\nassessment and information on moderation :\nhttps://www.asdan.org.uk/coronavirus-notification\nOutcomes of Ofqual Consultations can be found\nbelow:\nGCSEs, AS, A Level\nhttps://www.gov.uk/government/consultations/consultation-on-how-gcse-as-and-a-\nlevel-grades-should-be-awarded-in-summer-2021\nVocational and Technical Qualifications\nhttps://www.gov.uk/government/consultations/consultation-on-alternative-\narrangements-for-the-award-of-vtqs-and-other-general-qualifications-in-2021", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "Full externally set and marked exam series for IGCSE\nand I A Level Summer 2021. Coursework\ncomponents alongside written examinations for some\nsubject specifications as usual. School assessed\ngrades to be awarded to students in countries, or\nregions of countries, where because of directives\nfrom national or regional authorities, examinations\nare not able to be run.", "Csuemntmrea Driseitnegrmkeinyerde qGurairdeemse ntots roefpleaacceh eqxutearlnifaiclalyt isoent\nand marked exam series. Further detail on this due\nto be released.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical subjects.\nFurther detail on this released to centres via secure\nsites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled Ofqual\nregulated GCSE and A Level examinations on 6/1/21. Consultations on Teacher\nAssessment alternatives to examinations launched on 15/1/21 to run until\n29/1/21.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge Assessment\nreceived via email\nUpdate for schools published in the news section of\nthe website's home page", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-get-\nthe-support-you-need/", "SQA News Update available through emailed page\nto centres on a Thursday each week- Exams Officers\nplease check own emails.\nAny new updates are published in the news section\nof the website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies have\ndedicated Covid support pages on the public website. Ofqual has a dedicated page\nconfirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions information here:\nhttps://www.cambridgeinternational.org/covid/june-\n2021-exam-series/applying-for-exemptions/\nincluding factsheet:\nhttps://www.cambridgeinternational.org/Images/covi\nd-19-exemptions-for-march-and-june-2021-\nfactsheet.pdf\nInformation on Subject specific adjustments can be\nfound on the secure website. A summary factsheet\nFollows:\nhttps://www.cambridgeinternational.org/Images/596\n070-adjustments-to-components-for-june-2021.pdf\nInfo from webinar :\nConcession to be able to withdraw candidates up to\n17th April also applies to entry amendments and new\nentries. CIE will not ask for evidence to back up any\nentry changes.\nSchools will not be charged late fees for entries\nbetween 21st Feb and 17th April.", "Guidance released by Qualifications Wales 9/2/21:\nhttps://qualificationswales.org/media/7061/summer-\n2021-assessment-guidance-v1.pdf\nImportant documentation for\nteachers/lecturers via our Secure Website:\nhttps://www.wjecservices.co.uk/login.asp\nInitial Qualification Assessment Frameworks:\nsummarising key requirements of each qualification,\nassessment materials to be provided by WJEC, how\nlearners may provide evidence of knowledge, skills\nand understanding, and advice about determining\ngrades.\nWJEC Assessment Creation Guide: a guide for\nteachers to assist them in the development of\nassessment materials.\nIndividual subject guides to assist teachers\nwith assessment of NEA in practical subjects\n(Art and Design, Design and Technology, Drama\n(and Theatre), Food and Nutrition, Media Studies,\nMusic and Physical Education).", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and Hospitality:\nPractical Cookery in IOM schools\nGuidance published around evidence gathering and\nproducing estimates:\nAll Subject specific guidance material now published\nto schools (internal assessment support materials)\nwith details on how it can be used.\nTeachers encouraged to sign up to my alerts.", "", "Results Days Summer 2021:\nSQA ‐ Tuesday 10th August 2021\nJCQ - A Level - Tuesday 10th August 2021*\nCIE - I A Level & IGCSE - Thursday 12th\nAugust 2021\nJCQ - GCSE- Thursday 12th August 2021*\n* Changed as a result of DfE/Ofqual Consultation", "" ] ], "row_count": 7, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "10 March 2021 13:40", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Summer 2021 Exams Update 9//3/21", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS\nuncoupled from A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated\nlink specific to\ncurrent\nannouncement", "https://www.cambridgeassessment.org.uk/about‐us/our‐\nexam‐boards/cambridge‐international/", "https://www.wjec.co.uk", "https://www.sqa.org.uk/sqa/70972.html", "Pearson\nPearson General Qualifications Bulletin 2/3/21 including details on cancellation\nof Pearson international exams Summer 2021 and a link to a useful timeline\nfor General Qualifications as well as information on private candidates, NEA\nand endorsements.\nVoc Qual Bulletin 2/3/21 including details around BTEC Standards Verification,\nextensions to last certification dates, functional skills assessemnts Summer\n2021 alongside more general administraive information.\nPearson update on Functional Skills 8/3/21\nhttp://go.pardot.com/webmail/745953/97297600/6599272786c528a87b36788a\n5fd2c4c8cd8aa5cc9f27b859eeae2496a1294826\nAQA\nUpdate received on 10/2/21 with a reminder on entry deadlines and a link to\nlatest changes\nWJEC Eduqas", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINAL.p\ndf?\nUpdate on access arrangements Summer 2021 on JCQ website:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/01/Notice-to-\nCentres-SENCos-and-assessors-June-2021.pdf\nUseful information on main JCQ website:\nhttps://www.jcq.org.uk/exams-office/access-arrangements-and-\nspecial-consideration/regulations-and-guidance/\nJCQ e newsletter to centres 5/3/21- lot of important links included:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/03/february-e-\nnewsletter_2021-03-05T152226.145196.html", "" ], [ "", "CIE Update 25/2/21 Included details of the\nschool assessed grades alternative to exams :\nhttps://www.cambridgeinternational.org/images/co\nllecting-evidence-to-support-school-assessed-\ngrades.pdf\nCambridge Exams Officer Update 3/3/21\nIncludes information on key tasks and activities for\nMarch, Training, Summer 2021 and Autumn 2021\nseries information.\nCambridge Update 4/3/21- setting and aligning\nstandards June 2021 update Important doc:\nhttps://www.cambridgeinternational.org/I\nmages/612219-Setting-and-aligning-\nstandards-in-the-June-2021-series.pdf", "Amendment window for WJEC exetended until\nthe 22nd April WJEC Centre update 5/2/21\nWJEC Centre Update 23/2/21 Materials to\nsupport WJEC GCSE and GCE Centre\nDetermined Grades made available\nTimeline for centres:\nhttps://www.wjec.co.uk/media/xabdcgua/timelin\ne-for-teachers-feb.pdf\nMaterials available on public website - via\neach subject page:\nhttps://www.wjec.co.uk/qualifications/\nGuide: to NEA adaptations summer 2021.\nQualification Adaptations: a guide to the\nadaptations to assessed content in summer\n2021.\nHigh-level Qualification Assessment\nFrameworks: summarising key requirements of\neach qualification and advice about determining\ngrades.\nAdditional documentation can be accessed\nby teachers/lecturers via our Secure\nWebsite:\nhttps://www.wjecservices.co.uk/login.asp", "Useful National 4/5 qualifications 2021 page:\nhttps://www.sqa.org.uk/sqa/95257.html\nSQA update on 18/2/21 includes a link to updated\nspecific guidance for National 5 practical\ncourses including Practical Cookery.\nSQA update on 25/2/21 includes information on\nNational 4 added value units and the fact that\nSQA are considering furrher adjustments to SVQ\nqualifications (Skills for Work and NPAs).\nKey Dates on SQA connect 1/3/21\nSQA News 4/3/21 includes information on\nremoval of need for National 4 addaed value\nunits, reminder of confidentiality of SQA secure\nassessment material, additional understanding\nstandards resources.\nSQA News 9/3/21 Important information on\nextension to dates for submission of results for\nsome qualifications.", "OCR including Cambridge Nationals and Technicals\nOCR update 5/3/21 includes all recent subject information updates from last\nmonth\nSeparate OCR update on assesment evidence and submitting grades 5/3/21\nImportant information on ASDAN including adaptations to delivery and\nassessment and information on moderation :\nhttps://www.asdan.org.uk/coronavirus-notification\nOutcomes of Ofqual Consultations can be found\nbelow:\nGCSEs, AS, A Level\nhttps://www.gov.uk/government/consultations/consultation-on-how-gcse-as-\nand-a-level-grades-should-be-awarded-in-summer-2021\nVocational and Technical Qualifications\nhttps://www.gov.uk/government/consultations/consultation-on-alternative-\narrangements-for-the-award-of-vtqs-and-other-general-qualifications-in-2021", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "School Assessed Grades to be awarded to students\nin countries, or regions of countries, where\nbecause of directives from national or regional\nauthorities, examinations are not able to be run.\nIOM now in this position as confirmed in\nCambridge update for IOM schools 9/3/21\nhttps://mailchi.mp/cambridgeinternational/update-\nfor-cambridge-schools-on-isle-of-man-on-june-2021-\nexams?e=2f0ae76dfc", "Centre Determined Grades to replace externally\nset and marked exam series. Further detail on\nthis due to be released.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical\nsubjects. Further detail on this released to\ncentres via secure sites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled\nOfqual regulated GCSE and A Level examinations on 6/1/21. Consultations on\nTeacher Assessment alternatives to examinations launched on 15/1/21 to run\nuntil 29/1/21.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge\nAssessment received via email\nUpdate for schools published in the news section\nof the website's home page", "Circulars on secure website monthly. Ad hoc\nchanges emailed to Exams Officer. Dedicated\nsupport page on public website.\nhttps://www.wjec.co.uk/home/summer-2021-get-\nthe-support-you-need/", "SQA News Update available through emailed page\nto centres on a Thursday each week- Exams\nOfficers please check own emails.\nAny new updates are published in the news\nsection of the website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies have\ndedicated Covid support pages on the public website. Ofqual has a dedicated\npage confirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions information here:\nhttps://www.cambridgeinternational.org/covid/jun\ne-2021-exam-series/applying-for-exemptions/\nincluding factsheet:\nhttps://www.cambridgeinternational.org/Images/c\novid-19-exemptions-for-march-and-june-2021-\nfactsheet.pdf\nInformation on Subject specific adjustments can\nbe found on the secure website. A summary\nfactsheet Follows:\nhttps://www.cambridgeinternational.org/Images/5\n96070-adjustments-to-components-for-june-\n2021.pdf\nInfo from webinar :\nConcession to be able to withdraw candidates up\nto 17th April also applies to entry amendments\nand new entries. CIE will not ask for evidence to\nback up any entry changes.\nSchools will not be charged late fees for entries\nbetween 21st Feb and 17th April.", "Guidance released by Qualifications Wales\n9/2/21:\nhttps://qualificationswales.org/media/7061/sum\nmer-2021-assessment-guidance-v1.pdf\nImportant documentation for\nteachers/lecturers via our Secure Website:\nhttps://www.wjecservices.co.uk/login.asp\nInitial Qualification Assessment\nFrameworks: summarising key requirements of\neach qualification, assessment materials to be\nprovided by WJEC, how learners may provide\nevidence of knowledge, skills and understanding,\nand advice about determining grades.\nWJEC Assessment Creation Guide: a guide\nfor teachers to assist them in the development of\nassessment materials.\nIndividual subject guides to assist teachers\nwith assessment of NEA in practical\nsubjects (Art and Design, Design and\nTechnology, Drama (and Theatre), Food and\nNutrition, Media Studies, Music and Physical\nEducation).", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and Hospitality:\nPractical Cookery in IOM schools\nGuidance published around evidence gathering\nand producing estimates:\nAll Subject specific guidance material now\npublished to schools (internal assessment support\nmaterials) with details on how it can be used.\nTeachers encouraged to sign up to my alerts.", "", "Results Days Summer 2021:\nSQA ‐ Tuesday 10th August 2021\nJCQ & WJEC - A Level - Tuesday 10th August\n2021*\nCAIE - *I A Level & IGCSE - Thursday 12th\nAugust 2021\nJCQ & WJEC - GCSE- Thursday 12th August\n2021*\n* Under review by CAIE", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "22 March 2021 12:58", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Exams update 19/3/21", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS\nuncoupled from A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated\nlink specific to\ncurrent\nannouncement", "https://www.cambridgeassessment.org.uk/about-\nus/our-exam-boards/cambridge-international/", "https://www.wjec.co.uk", "https://www.sqa.org.uk/sqa/70972.html", "Pearson\nTechnical and Vocational Qualifications\nPearson update on Functional Skills 8/3/21\nhttp://go.pardot.com/webmail/745953/97297600/6599272786c528a87b36788a5fd2c4\nc8cd8aa5cc9f27b859eeae2496a1294826\nVoc Qual Bulletin 11/3/21 including details around BTEC current status and additional\ninformation, BTEC Standards Verification, and functional skills update alongside more\ngeneral administraive information. Important BTEC webpage:\nhttps://qualifications.pearson.com/en/campaigns/vq-assessment-\nhub/assessment-and-grading-in-2021.html\nand link to Ofqual VTQ Contingency Regulatory framework 2021\nVoc Qual Bulletin 19/3/21 including further guidance on Q-TAG. Further detailed\nassessment information expected shortly.\nGeneral Qualifications\nGen qualifications bulletin 17/3/21including some limited support and guidance\ninformation. Further detail expected 31/3/21\nAQA\nUpdate received on 11/3/21 with information about dedicated '2021 exam changes\nwebsite' , summary of responses to Ofqual decisions, NEA and endorsements,\nfunctional skills qualifications, deadlines for entries and amendments and survey\naround post results appeals process and some subject updates.\nhttps://elink.clickdimensions.com/m/1/93755737/02-b21070-\nb87dd16ed76f467eb092ce4da978fabd/3/80/3919ff42-a7c8-4dac-bbac-dcb7c45bfcd3\nWJEC Eduqas", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINAL.pdf?\nUpdate on access arrangements Summer 2021 on JCQ website:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/01/Notice-to-Centres-\nSENCos-and-assessors-June-2021.pdf\nUseful information on main JCQ website:\nhttps://www.jcq.org.uk/exams-office/access-arrangements-and-special-\nconsideration/regulations-and-guidance/\nJCQ e newsletter to centres 5/3/21- lot of important links included:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/03/february-e-\nnewsletter_2021-03-05T152226.145196.html\nJCQ e newsletter to centres 19/3/21 including an important link to a\nSummer 2021 Arrangements Hub:\nhttps://www.jcq.org.uk/summer-2021-arrangements/\nand an Ofqual consultation around whether Awarding Bodies\nshould run an Autumn 2021 Series:\nhttps://www.gov.uk/government/news/consultation-on-autumn-series-2021", "" ], [ "", "Link to school assessed grades alternative to exams\ninfo :\nhttps://www.cambridgeinternational.org/images/collecti\nng-evidence-to-support-school-assessed-grades.pdf\nCambridge Update 4/3/21- setting and aligning\nstandards June 2021 update Important doc:\nhttps://www.cambridgeinternational.org/Image\ns/612219-Setting-and-aligning-standards-in-the-\nJune-2021-series.pdf\nCambridge Update 18/3/21 including opportunity for\nschool attendance at webinar about using school\nassessed grades Summer 2021 on 25/3/21 .\nRegistration via links in update.\nClarification of A2 only route for candidates carrying\nforward AS grades from school assessed grades\nSummer 2021. Link:\nhttps://www.cambridgeinternational.org/covid/june-\n2020-exam-series/carrying-forward-marks-to-a-future-\nseries/", "Amendment window for WJEC exetended until the\n22nd April WJEC Centre update 5/2/21\nWJEC Centre email 18/3/21 Detailed\nimportant information on secure website via\ncentre login\nhttps://www.wjecservices.co.uk/login.asp\nIncluding:\nPast Papers and Mark schemes\nGuidance on assessment and grading\nCentre review and appeals process\nGrade descriptors for WJEC GCSE and GCE\nqualifications\nFinal Qualification Assessment Frameworks - from\n17/3/21\nCentre Policy Submission Guidance -from 17/3/21\nCentre Policy on assessment and quality assurance\nprocesses submission deadline 19//3/21 - 14/4/21\nNew timeline for centres\nhttps://www.wjec.co.uk/media/xabdcgua/summer-\n2021-timeline-march-infographic-8.pdf\nQualification Assessment frameworks and range of\nevidence that can be used\nAccess to support from WJEC for Centres:", "Useful National 4/5 qualifications 2021 page:\nhttps://www.sqa.org.uk/sqa/95257.html\nKey Dates on SQA connect 1/3/21\nSQA News 4/3/21 includes information on removal of\nneed for National 4 addaed value\nunits\nSQA News 9/3/21 Important information on extension\nto dates for submission of results for some\nqualifications.\nSQA 10/3/21 Vocational Qualification update includes\nupdated guidance on vocational qualifications based\non a more holistic judgement. Key Document:\nhttps://www.sqa.org.uk/sqa/files_ccc/hnvq-covid-\nassessment-guidance-for-schools-\n2021.pdf?mkt_tok=NTA1LVlCSC0zMDAAAAF7u4RdCWS\n2mjhJl1eeoc91-\nDEi_w4l6pAVnEsEKV9QFULPUpOd1tZ_1UXDjTWFYzXqi\nhk0TrDcnjbVDYT7ZdfMtZ-ze5_37kH9xba6vap8\nSQA 11/3/21 Update on National Qualifications\nSQA 12/3/21 Update on approach to National Quality\nAssurance of alternative certification model\nSQA 16/3/21 Update on National Qualifications\nverification\nSQA 18/3/21 Update including launch of appeals\nconsultation and further understanding resources.", "OCR including Cambridge Nationals and Technicals\nOCR update 5/3/21 includes all recent subject information updates from last month\nSeparate OCR update on assesment evidence and submitting grades 5/3/21\nOCR Update 12/3/21 includes indication that details are being finalised about how\ngrades will be awarded this summer.\nCambridge Nationals relaunched suite - virtual roadshow dates announced\nHigh level guidance for Private Candidates Summer 2021 expected shortly and\nextension fopr deadlines for entry for Private candidates to 21st April.\nOCR Update 19/3/21 includes updates on timelines, grades submission systems,\nFAQs etc\nASDAN adaptations to delivery and assessment and information on moderation :\nUpdates available from 16/3/21 at:\nhttps://www.asdan.org.uk/coronavirus-notification\nOutcomes of Ofqual Consultations can be found below:\nGCSEs, AS, A Level\nhttps://www.gov.uk/government/consultations/consultation-on-how-gcse-as-and-a-\nlevel-grades-should-be-awarded-in-summer-2021\nVocational and Technical Qualifications\nhttps://www.gov.uk/government/consultations/consultation-on-alternative-\narrangements-for-the-award-of-vtqs-and-other-general-qualifications-in-2021", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "School Assessed Grades to be awarded to students in\ncountries, or regions of countries, where because of\ndirectives from national or regional authorities,\nexaminations are not able to be run.\nIOM now in this position as confirmed in Cambridge\nupdate for IOM schools 9/3/21\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-on-isle-of-man-on-june-2021-\nexams?e=2f0ae76dfc", "Centre Determined Grades to replace externally set\nand marked exam series. Further detail on this due\nto be released.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical subjects.\nFurther detail on this released to centres via secure\nsites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled Ofqual\nregulated GCSE and A Level examinations on 6/1/21. Consultations on Teacher\nAssessment alternatives to examinations launched on 15/1/21 to run until 29/1/21.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge Assessment\nreceived via email\nUpdate for schools published in the news section of the\nwebsite's home page", "Circulars on secure website monthly. Ad hoc changes\nemailed to Exams Officer. Dedicated support page on\npublic website.\nhttps://www.wjec.co.uk/home/summer-2021-get-the-\nsupport-you-need/", "SQA News Update available through emailed page to\ncentres on a Thursday each week- Exams Officers\nplease check own emails.\nAny new updates are published in the news section of\nthe website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies have\ndedicated Covid support pages on the public website. Ofqual has a dedicated page\nconfirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions information here:\nhttps://www.cambridgeinternational.org/covid/june-\n2021-exam-series/applying-for-exemptions/\nincluding factsheet:\nhttps://www.cambridgeinternational.org/Images/covid-\n19-exemptions-for-march-and-june-2021-factsheet.pdf\nInformation on Subject specific adjustments can be\nfound on the secure website. A summary factsheet\nFollows:\nhttps://www.cambridgeinternational.org/Images/59607\n0-adjustments-to-components-for-june-2021.pdf\nInfo from webinar :\nConcession to be able to withdraw candidates up to\n17th April also applies to entry amendments and new\nentries. CIE will not ask for evidence to back up any\nentry changes.\nSchools will not be charged late fees for entries\nbetween 21st Feb and 17th April.", "Guidance released by Qualifications Wales 9/2/21:\nhttps://qualificationswales.org/media/7061/summer-\n2021-assessment-guidance-v1.pdf\nImportant documentation for\nteachers/lecturers via our Secure Website:\nhttps://www.wjecservices.co.uk/login.asp\nInitial Qualification Assessment Frameworks:\nsummarising key requirements of each qualification,\nassessment materials to be provided by WJEC, how\nlearners may provide evidence of knowledge, skills\nand understanding, and advice about determining\ngrades.\nWJEC Assessment Creation Guide: a guide for\nteachers to assist them in the development of\nassessment materials.\nIndividual subject guides to assist teachers\nwith assessment of NEA in practical subjects\n(Art and Design, Design and Technology, Drama (and\nTheatre), Food and Nutrition, Media Studies, Music\nand Physical Education).", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and Hospitality:\nPractical Cookery in IOM schools\nGuidance published around evidence gathering and\nproducing estimates:\nAll Subject specific guidance material now published\nto schools (internal assessment support materials)\nwith details on how it can be used.\nTeachers encouraged to sign up to my alerts.", "", "Results Days Summer 2021:\nTuesday 10th August 2021\nOfQual regulated A Levels\nWJEC A Levels\nCAIE IA Levels\nOther Ofqual regulated Level 3 qualifications (BTECs)\nSQA Qualifications at SQCF Levels 4,5,6 (QCF\nLevel 1,2,3 equivalent)\nThursday 12th August 2021\nCAIE IGCSEs\nWJEC GCSEs\nOfqual regulated Level 1/2 qualifications (BTECs, OCR\nNationals etc)", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "06 April 2021 14:44", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "Exams update 6/4/21", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS\nuncoupled from A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated\nlink specific to\ncurrent\nannouncement", "https://www.cambridgeassessment.org.uk/about-\nus/our-exam-boards/cambridge-international/", "https://www.wjec.co.uk", "https://www.sqa.org.uk/sqa/70972.html", "Pearson\nTechnical and Vocational Qualifications\nImportant BTEC webpage:\nhttps://qualifications.pearson.com/en/campaigns/vq-assessment-\nhub/assessment-and-grading-in-2021.html\nand link to Ofqual VTQ Contingency Regulatory framework 2021\nVoc Qual Bulletin 19/3/21 including further guidance on Q-TAG. Further detailed\nassessment information expected shortly.\nGeneral Qualifications\nGen qualifications bulletin 17/3/21including some limited support and guidance\ninformation. Further detail expected 31/3/21\nExams Officer Update 24/3/21 including important updates on General (including\nadditional assessment materails and Support Summer 2021) and vocational\nqualifications (entries and some awarding processes for BTECs)\nVQ Update 31/3/21 includes link to latest BTEC Q-TAG guidance\nGeneral Qualifications Update 31/3/21 Link to 2021 Support page:\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-\nsupport.html?utm_source=ealertpqb6&utm_medium=email&utm_campaign=GBEDGS\n0121COVID\nAQA\n'2021 exam changes website\nhttps://www.aqa.org.uk/2021-exam-\nchanges?_cldee=aC5jYWxleUBxZTIuc2NoLmlt&recipientid=contact-\nc7acb1eeb409e3118b6278e3b519b0a5-\nf2dba5b3298a492cbf559a0e6d9c2c92&esid=0a42b243-2375-eb11-a812-\n000d3a4c12a9", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINAL.pdf?\nUpdate on access arrangements Summer 2021 on JCQ website:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/01/Notice-to-Centres-\nSENCos-and-assessors-June-2021.pdf\nUseful information on main JCQ website:\nhttps://www.jcq.org.uk/exams-office/access-arrangements-and-special-\nconsideration/regulations-and-guidance/\nJCQ e newsletter to centres 5/3/21- lot of important links included:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/03/february-e-\nnewsletter_2021-03-05T152226.145196.html\nJCQ e newsletter to centres 19/3/21 including an important link to a\nSummer 2021 Arrangements Hub:\nhttps://www.jcq.org.uk/summer-2021-arrangements/\nand an Ofqual consultation around whether Awarding Bodies\nshould run an Autumn 2021 Series:\nhttps://www.gov.uk/government/news/consultation-on-autumn-series-2021\nOpen until 9/4/21\nJCQ guidance for GCSE and A Level grades Summer 2021 - released\n26/3/21", "" ], [ "", "Link to school assessed grades alternative to exams\ninfo\nhttps://www.cambridgeinternational.org/images/collecti\nng-evidence-to-support-school-assessed-grades.pdf\nCambridge Update 4/3/21- setting and aligning\nstandards June 2021 update Important doc:\nhttps://www.cambridgeinternational.org/Image\ns/612219-Setting-and-aligning-standards-in-the-\nJune-2021-series.pdf\nClarification of A2 only route for candidates carrying\nforward AS grades from school assessed grades\nSummer 2021. Link:\nhttps://www.cambridgeinternational.org/covid/june-\n2020-exam-series/carrying-forward-marks-to-a-future-\nseries/\nUpdate for UK schools 30/3/21 - CAIE considering\nextension to date for submission of grades after\n11/6/21 for UK schools but not confirmed.\nCAIE Update 31/3/21 including updates on evidence to\nsupport student grading, rationale document, avoiding\nbias and dates for submission of grades plus additional\ninformation Link:", "Amendment window for WJEC exetended until the\n22nd April WJEC Centre update 5/2/21\nWJEC Centre email 18/3/21 Detailed\nimportant information on secure website via\ncentre login\nhttps://www.wjecservices.co.uk/login.asp\nIncluding:\nPast Papers and Mark schemes\nGuidance on assessment and grading\nCentre review and appeals process\nGrade descriptors for WJEC GCSE and GCE\nqualifications\nFinal Qualification Assessment Frameworks - from\n17/3/21\nCentre Policy Submission Guidance -from 17/3/21\nUnconscious bias training for staff made available\nMarch 2021\nCentre Policy on assessment and quality assurance\nprocesses submission deadline 19//3/21 - 14/4/21\nNew timeline for centres\nhttps://www.wjec.co.uk/media/xabdcgua/summer-\n2021-timeline-march-infographic-8.pdf\nQualification Assessment frameworks and range of\nevidence that can be used\nAccess to support from WJEC for Centres:\nhttps://www.wjec.co.uk/home/assessments-2021-get-", "Useful National 4/5 qualifications 2021 page:\nhttps://www.sqa.org.uk/sqa/95257.html\nKey Dates on SQA connect 1/3/21\nSQA News 9/3/21 Important information on extension\nto dates for submission of results for some\nqualifications.\nSQA 10/3/21 Vocational Qualification update includes\nupdated guidance on vocational qualifications based\non a more holistic judgement. Key Document:\nhttps://www.sqa.org.uk/sqa/files_ccc/hnvq-covid-\nassessment-guidance-for-schools-\n2021.pdf?mkt_tok=NTA1LVlCSC0zMDAAAAF7u4RdCWS\n2mjhJl1eeoc91-\nDEi_w4l6pAVnEsEKV9QFULPUpOd1tZ_1UXDjTWFYzXqi\nhk0TrDcnjbVDYT7ZdfMtZ-ze5_37kH9xba6vap8\nSQA 18/3/21 Update including launch of appeals\nconsultation and further understanding resources.\nSQA 25/3/21 Update including information around\nreview of vocational Digital qualifications, centre hub\nhuddles in April/May,\nSQA 26/3/21 2021 Provisional results service for\nNational 5 qualifications open from 5/5/21\nSQA Co-ordinator Update 26/3/21 including 30/4/21\nas closing date for entries for free standing units at\nSCQF 5,6 and 7\nSQA 1/4/21 including retention of evidence date for", "OCR including Cambridge Nationals and Technicals\nHigh level guidance for Private Candidates Summer 2021 expected shortly and\nextension for deadlines for entry for Private candidates to 21st April.\nOCR Update 19/3/21 includes updates on timelines, grades submission systems,\nFAQs etc\nOCR released information on accessing the OCR Grade Submission system to centres\non 22/3/21\nOCR releases 26/3/21 & 30/3/21 following JCQ guidance including details of an\nupdated timeline and submission systems, including centre policy requirement.\nASDAN adaptations to delivery and assessment and information on moderation :\nUpdates available from 16/3/21 at:\nhttps://www.asdan.org.uk/coronavirus-notification\nUpdate 23/3/21 New website launch delayed\nOutcomes of Ofqual Consultations can be found below:\nGCSEs, AS, A Level\nhttps://www.gov.uk/government/consultations/consultation-on-how-gcse-as-and-a-\nlevel-grades-should-be-awarded-in-summer-2021\nVocational and Technical Qualifications\nhttps://www.gov.uk/government/consultations/consultation-on-alternative-\narrangements-for-the-award-of-vtqs-and-other-general-qualifications-in-2021", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "School Assessed Grades to be awarded to students in\ncountries, or regions of countries, where because of\ndirectives from national or regional authorities,\nexaminations are not able to be run.\nIOM now in this position as confirmed in Cambridge\nupdate for IOM schools 9/3/21\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-on-isle-of-man-on-june-2021-\nexams?e=2f0ae76dfc", "Centre Determined Grades to replace externally set\nand marked exam series. Further detail on this due\nto be released.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical subjects.\nFurther detail on this released to centres via secure\nsites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled Ofqual\nregulated GCSE and A Level examinations on 6/1/21. Consultations on Teacher\nAssessment alternatives to examinations launched on 15/1/21 to run until 29/1/21.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge Assessment\nreceived via email\nUpdate for schools published in the news section of the\nwebsite's home page", "Circulars on secure website monthly. Ad hoc changes\nemailed to Exams Officer. Dedicated support page on\npublic website.\nhttps://www.wjec.co.uk/home/summer-2021-get-the-\nsupport-you-need/", "SQA News Update available through emailed page to\ncentres on a Thursday each week- Exams Officers\nplease check own emails.\nAny new updates are published in the news section of\nthe website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies have\ndedicated Covid support pages on the public website. Ofqual has a dedicated page\nconfirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions information here:\nhttps://www.cambridgeinternational.org/covid/june-\n2021-exam-series/applying-for-exemptions/\nincluding factsheet:\nhttps://www.cambridgeinternational.org/Images/covid-\n19-exemptions-for-march-and-june-2021-factsheet.pdf\nInformation on Subject specific adjustments can be\nfound on the secure website. A summary factsheet\nFollows:\nhttps://www.cambridgeinternational.org/Images/59607\n0-adjustments-to-components-for-june-2021.pdf\nInfo from webinar :\nConcession to be able to withdraw candidates up to\n17th April also applies to entry amendments and new\nentries. CIE will not ask for evidence to back up any\nentry changes.\nSchools will not be charged late fees for entries\nbetween 21st Feb and 17th April.", "Guidance released by Qualifications Wales 9/2/21:\nhttps://qualificationswales.org/media/7061/summer-\n2021-assessment-guidance-v1.pdf\nImportant documentation for\nteachers/lecturers via our Secure Website:\nhttps://www.wjecservices.co.uk/login.asp\nInitial Qualification Assessment Frameworks:\nsummarising key requirements of each qualification,\nassessment materials to be provided by WJEC, how\nlearners may provide evidence of knowledge, skills\nand understanding, and advice about determining\ngrades.\nWJEC Assessment Creation Guide: a guide for\nteachers to assist them in the development of\nassessment materials.\nIndividual subject guides to assist teachers\nwith assessment of NEA in practical subjects\n(Art and Design, Design and Technology, Drama (and\nTheatre), Food and Nutrition, Media Studies, Music\nand Physical Education).", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and Hospitality:\nPractical Cookery in IOM schools\nGuidance published around evidence gathering and\nproducing estimates:\nAll Subject specific guidance material now published\nto schools (internal assessment support materials)\nwith details on how it can be used.\nTeachers encouraged to sign up to my alerts.", "", "Results Days Summer 2021:\nTuesday 10th August 2021\nOfQual regulated A Levels\nWJEC A Levels\nCAIE IA Levels\nOther Ofqual regulated Level 3 qualifications (BTECs)\nSQA Qualifications at SQCF Levels 4,5,6 (QCF\nLevel 1,2,3 equivalent)\nThursday 12th August 2021\nCAIE IGCSEs\nWJEC GCSEs\nOfqual regulated Level 1/2 qualifications (BTECs, OCR\nNationals etc)", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "16 April 2021 17:11", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS\nuncoupled from A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated\nlink specific to\ncurrent\nannouncement", "https://www.cambridgeassessment.org.uk/about-\nus/our-exam-boards/cambridge-international/", "https://www.wjec.co.uk", "https://www.sqa.org.uk/sqa/70972.html", "Pearson\nTechnical and Vocational Qualifications\nImportant BTEC webpage:\nhttps://qualifications.pearson.com/en/campaigns/vq-assessment-\nhub/assessment-and-grading-in-2021.html\nand link to Ofqual VTQ Contingency Regulatory framework 2021\nVoc Qual Bulletin 19/3/21 including further guidance on Q-TAG.\nImportant Pearson Customer Services email 12/4/21 confirming a process centres\nhave to complete for BTEC learners certifying his year.\nGeneral Qualifications\nGeneral Qualifications Update 14/4/21including an updated timeline\nLink to 2021 Support page:\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-\nsupport.html?utm_source=ealertpqb6&utm_medium=email&utm_campaign=GBEDGS\n0121COVID\nAQA\n'2021 exam changes website - updated regularly\nhttps://www.aqa.org.uk/2021-exam-\nchanges?_cldee=aC5jYWxleUBxZTIuc2NoLmlt&recipientid=contact-\nc7acb1eeb409e3118b6278e3b519b0a5-\nf2dba5b3298a492cbf559a0e6d9c2c92&esid=0a42b243-2375-eb11-a812-\n000d3a4c12a9\nExams update email to centres on 14/4/21 including information about entry\ndeadlines, centre services and QA Summer 2021\nWJEC Eduqas update online grading and support arrangement events available in\nlate April, timeline and dates for release of additional resources.", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINAL.pdf?\nUpdate on access arrangements Summer 2021 on JCQ website:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/01/Notice-to-Centres-\nSENCos-and-assessors-June-2021.pdf\nUseful information on main JCQ website:\nhttps://www.jcq.org.uk/exams-office/access-arrangements-and-special-\nconsideration/regulations-and-guidance/\nJCQ e newsletter to centres 5/3/21- lot of important links included:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/03/february-e-\nnewsletter_2021-03-05T152226.145196.html\nJCQ e newsletter to centres 19/3/21 including an important link to a\nSummer 2021 Arrangements Hub:\nhttps://www.jcq.org.uk/summer-2021-arrangements/\nJCQ Centre Policy Bulletin 13/4/21 - sets out key materials which have\nbeen released by JCQ and the exam boards.\nand an Ofqual consultation around whether Awarding Bodies\nshould run an Autumn 2021 Series:\nhttps://www.gov.uk/government/news/consultation-on-autumn-series-2021\nOpen until 9/4/21\nJCQ guidance for GCSE and A Level grades Summer 2021 - released", "" ], [ "", "CAIE email 7/4/21 - Date for submission of grades\nchange - now 18tth May to 16th June.\nCambridge Exams Officer e-newsletter 12/4/21 -\nincludes details of SAG webinars, changes to important\ndates,\nCAIE Email 14/4/21 highlighting link to FAQ responses\nfrom 25/3/21 webinar\nhttps://mcusercontent.com/af6c7773efd0a10e9e916b8f\nd/files/d62094c1-94b0-4ee8-92bd-\n1e1e4649f943/Webinar_Using_school_assessed_grades\n_25_March_FAQs.02.pdf\nCAIE centre update 15/4/21 including updates on\nTFCKOOTO uh h eo uu u r y e e l rr r tl e h dQP uu R ce a o ps t a u ret es c t aed ig t o o ls o- i u m tR n s f y i f u ad e i o Jn p l s a Ar u e g u pn s n s D l oc st w c e e us r o h i t r 2t c o o aa h f 0 u o n n n o d2 m l d c r r - 1 d e a a e t A e w es n a p t p sa t as e re p c s o l r shm ee c d se as e e e i s r l n ss a ds m s i d n p g el g i r r nno a s etc d t em u e – s s d sa 1 e t7e n r t iA s a ’ pl s g r i r l a des\nLink: https://mailchi.mp/cambridgeinternational/update-\non-the-june-2021-series-15-april-2021?e=2f0ae76dfc", "Amendment window for WJEC exetended until the\n22nd April WJEC Centre update 5/2/21 Reminder\nsent to centres on 16/4/21 of 22nd April deadline\nWJEC Centre email 18/3/21 Detailed\nimportant information on secure website via\ncentre login\nhttps://www.wjecservices.co.uk/login.asp\nIncluding:\nPast Papers and Mark schemes\nGuidance on assessment and grading\nCentre review and appeals process\nGrade descriptors for WJEC GCSE and GCE\nqualifications\nUnconscious bias training for staff made available\nMarch 2021\nTimeline for centres\nhttps://www.wjec.co.uk/media/xabdcgua/summer-\n2021-timeline-march-infographic-8.pdf\nAccess to support from WJEC for Centres:\nhttps://www.wjec.co.uk/home/assessments-2021-get-\nthe-support-you-need/\nNotification of WJEC Level 1/2 Vocational Awards and\nLevel 3 Certificates move to TAG to centres 31/3/21\n1/4/21 Additional resources made available on secure\nwebsite with notice of further resources being made\navailable on 12/4/21 and 19/4/21", "Useful National 4/5 qualifications 2021 page:\nhttps://www.sqa.org.uk/sqa/95257.html\nKSQA 10/3/21 Vocational Qualification update includes\nupdated guidance on vocational qualifications based\non a more holistic judgement. Key Document:\nhttps://www.sqa.org.uk/sqa/files_ccc/hnvq-covid-\nassessment-guidance-for-schools-\n2021.pdf?mkt_tok=NTA1LVlCSC0zMDAAAAF7u4RdCWS\n2mjhJl1eeoc91-\nDEi_w4l6pAVnEsEKV9QFULPUpOd1tZ_1UXDjTWFYzXqi\nhk0TrDcnjbVDYT7ZdfMtZ-ze5_37kH9xba6vap8\nSQA 25/3/21 Update including information around\nreview of vocational Digital qualifications, centre hub\nhuddles in April/May,\nSQA 26/3/21 2021 Provisional results service for\nNational 5 qualifications open from 5/5/21\nSQA Co-ordinator Update 26/3/21 including 30/4/21\nas closing date for entries for free standing units at\nSCQF 5,6 and 7\nSQA 1/4/21 including retention of evidence date for\nunits of 31/12/21 in case of post certification QA\nSQA update 16/4/21\nhttps://pages.sqa.org.uk/index.php/email/emailWebvie\nw?md_id=3895", "OCR including Cambridge Nationals and Technicals\nOCR released information on accessing the OCR Grade Submission system to centres\non 22/3/21\nOCR releases 26/3/21 & 30/3/21 following JCQ guidance including details of an\nupdated timeline and submission systems, including centre policy requirement.\nOCR Update 14/4/21 includes further information on delivery and assessment of\nvocational qualifications\nhttps://www.ocr.org.uk/administration/support-and-tools/siu/vocational-qual-\narrangements-2021-613869/\nas well as other update information\nEmail from OCR 16/4/21 to centres highlighting support package available around\nassessment Summer 2021\nASDAN adaptations to delivery and assessment and information on moderation :\nUpdates available from 16/3/21 at:\nhttps://www.asdan.org.uk/coronavirus-notification\nUpdate 23/3/21 New website launch delayed\nOutcomes of Ofqual Consultations can be found below:\nGCSEs, AS, A Level\nhttps://www.gov.uk/government/consultations/consultation-on-how-gcse-as-and-a-\nlevel-grades-should-be-awarded-in-summer-2021\nVocational and Technical Qualifications\nhttps://www.gov.uk/government/consultations/consultation-on-alternative-", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "School Assessed Grades to be awarded to students in\ncountries, or regions of countries, where because of\ndirectives from national or regional authorities,\nexaminations are not able to be run.\nIOM now in this position as confirmed in Cambridge\nupdate for IOM schools 9/3/21\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-on-isle-of-man-on-june-2021-\nexams?e=2f0ae76dfc", "Centre Determined Grades to replace externally set\nand marked exam series. Further detail on this due\nto be released.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical subjects.\nFurther detail on this released to centres via secure\nsites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled Ofqual\nregulated GCSE and A Level examinations on 6/1/21. Consultations on Teacher\nAssessment alternatives to examinations launched on 15/1/21 to run until 29/1/21.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge Assessment\nreceived via email\nUpdate for schools published in the news section of the\nwebsite's home page", "Circulars on secure website monthly. Ad hoc changes\nemailed to Exams Officer. Dedicated support page on\npublic website.\nhttps://www.wjec.co.uk/home/summer-2021-get-the-\nsupport-you-need/", "SQA News Update available through emailed page to\ncentres on a Thursday each week- Exams Officers\nplease check own emails.\nAny new updates are published in the news section of\nthe website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies have\ndedicated Covid support pages on the public website. Ofqual has a dedicated page\nconfirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions\nhttps://www.cambridgeinternational.org/Images/covid-\n19-exemptions-for-march-and-june-2021-factsheet.pdf\nInformation on Subject specific adjustments can be\nfound on the secure website. A summary factsheet\nFollows:\nhttps://www.cambridgeinternational.org/Images/59607\n0-adjustments-to-components-for-june-2021.pdf\nInfo from webinar :\nConcession to be able to withdraw candidates up to\nfees for entries between 21st Feb and 17th April.\nLink to school assessed grades alternative to exams\ninfo\nhttps://www.cambridgeinternational.org/images/collecti\nng-evidence-to-support-school-assessed-grades.pdf\nsetting and aligning standards June 2021\nhttps://www.cambridgeinternational.org/Images/61221\n9-Setting-and-aligning-standards-in-the-June-2021-\nseries.pdf", "Guidance released by Qualifications Wales 9/2/21:\nhttps://qualificationswales.org/media/7061/summer-\n2021-assessment-guidance-v1.pdf\nImportant documentation for\nteachers/lecturers via our Secure Website:\nhttps://www.wjecservices.co.uk/login.asp\nInitial Qualification Assessment Frameworks:\nsummarising key requirements of each qualification,\nassessment materials to be provided by WJEC, how\nlearners may provide evidence of knowledge, skills\nand understanding, and advice about determining\ngrades.\nWJEC Assessment Creation Guide: a guide for\nteachers to assist them in the development of\nassessment materials.\nIndividual subject guides to assist teachers\nwith assessment of NEA in practical subjects\n(Art and Design, Design and Technology, Drama (and\nTheatre), Food and Nutrition, Media Studies, Music\nand Physical Education).", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and Hospitality:\nPractical Cookery in IOM schools\nGuidance published around evidence gathering and\nproducing estimates:\nAll Subject specific guidance material now published\nto schools (internal assessment support materials)\nwith details on how it can be used.\nTeachers encouraged to sign up to my alerts.", "", "Results Days Summer 2021:\nTuesday 10th August 2021\nOfQual regulated A Levels\nWJEC A Levels\nCAIE IA Levels\nOther Ofqual regulated Level 3 qualifications (BTECs)\nSQA Qualifications at SQCF Levels 4,5,6 (QCF\nLevel 1,2,3 equivalent)\nThursday 12th August 2021\nCAIE IGCSEs\nWJEC GCSEs\nOfqual regulated Level 1/2 qualifications (BTECs, OCR\nNationals etc)", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "30 April 2021 16:01", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS\nuncoupled from A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated\nlink specific to\ncurrent\nannouncement", "https://www.cambridgeassessment.org.uk/about-\nus/our-exam-boards/cambridge-international/", "https://www.wjec.co.uk", "https://www.sqa.org.uk/sqa/70972.html", "Pearson\nTechnical and Vocational Qualifications - BTEC webpage:\nhttps://qualifications.pearson.com/en/campaigns/vq-assessment-\nhub/assessment-and-grading-in-2021.html\nand link to Ofqual VTQ Contingency Regulatory framework 2021\nImportant Pearson Customer Services email 12/4/21 confirming a process centres\nhave to complete for BTEC learners certifying his year.\nGeneral Qualifications\nLink to 2021 Support page:\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-\nsupport.html?utm_source=ealertpqb6&utm_medium=email&utm_campaign=GBEDGS\n0121COVID\nImportant Exams Officer Update 21/4/21 on general and vocational qualifications.\nAQA\n'2021 exam changes website - updated regularly\nhttps://www.aqa.org.uk/2021-exam-\nchanges?_cldee=aC5jYWxleUBxZTIuc2NoLmlt&recipientid=contact-\nc7acb1eeb409e3118b6278e3b519b0a5-\nf2dba5b3298a492cbf559a0e6d9c2c92&esid=0a42b243-2375-eb11-a812-\n000d3a4c12a9\nExams update email to centres on 14/4/21 including information about entry\ndeadlines, centre services and QA Summer 2021\nExams update email to centres 21/4/21 including access to free (until 18/3/21)\nexampro resource if schools register\nWJEC Eduqas update email to centres 19/4/21 on grading exemplification material,\nassessement resources, mapping grids,", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINAL.pdf?\nUpdate on access arrangements Summer 2021 on JCQ website:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/01/Notice-to-Centres-\nSENCos-and-assessors-June-2021.pdf\nUseful information on main JCQ website:\nhttps://www.jcq.org.uk/exams-office/access-arrangements-and-special-\nconsideration/regulations-and-guidance/\nJCQ e newsletter to centres 5/3/21- lot of important links included:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/03/february-e-\nnewsletter_2021-03-05T152226.145196.html\nJCQ e newsletter to centres 19/3/21 including an important link to a\nSummer 2021 Arrangements Hub:\nhttps://www.jcq.org.uk/summer-2021-arrangements/\nJCQ Centre Policy Bulletin 13/4/21 - sets out key materials which have\nbeen released by JCQ and the exam boards.\nand an Ofqual consultation around whether Awarding Bodies\nshould run an Autumn 2021 Series - Open until 9/4/21\nJCQ guidance for GCSE and A Level grades Summer 2021 - released\n26/3/21\nOfqual blog on 23/4/21 Quality Assurance Summer 2021:\nfqual.blog.gov.uk/2021/04/22/quality-assurance-for-gcse-as-and-a-level-\ninformation-for-schools-and-colleges/", "" ], [ "", "CAIE email 7/4/21 - Date for submission of grades\nchange - now 18tth May to 16th June.\nCAIE Email 14/4/21 highlighting link to FAQ responses\nfrom 25/3/21 webinar\nhttps://mcusercontent.com/af6c7773efd0a10e9e916b8f\nd/files/d62094c1-94b0-4ee8-92bd-\n1e1e4649f943/Webinar_Using_school_assessed_grades\n_25_March_FAQs.02.pdf\nCAIE update 22/4/21 :\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-22-april?e=2f0ae76dfc\nCAIE update 29/4/21\nIncluding links to:\nA summary of our support and guidance for setting school-\nassessed grades\nReminders about notifications from Cambridge International\nDirect, checking your statements of entry for errors, and storing\nexam materials securely\nRegistration links for our upcoming webinars\nAn update on withdrawing candidates\nResources to support mental health and wellbeing\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-using-school-assessed-grades-for-\nthe-june-2021-series?e=ef5c91a181", "WJEC Centre email 18/3/21 Detailed\nimportant information on secure website via\ncentre login\nhttps://www.wjecservices.co.uk/login.asp\nIncluding:\nPast Papers and Mark schemes\nGuidance on assessment and grading\nCentre review and appeals process\nGrade descriptors for WJEC GCSE and GCE\nqualifications\nUnconscious bias training for staff made available\nMarch 2021\nTimeline for centres\nhttps://www.wjec.co.uk/media/xabdcgua/summer-\n2021-timeline-march-infographic-8.pdf\nAccess to support from WJEC for Centres:\nhttps://www.wjec.co.uk/home/assessments-2021-get-\nthe-support-you-need/\nNotification of WJEC Level 1/2 Vocational Awards and\nLevel 3 Certificates move to TAG to centres 31/3/21\n1/4/21 Additional resources made available on secure\nwebsite with notice of further resources being made\navailable on 12/4/21 and 19/4/21\n14/4/21 WJEC Mythbuster publication to clarify\nprocess\nInformation asssessing certificate qualifications sent", "Useful National 4/5 qualifications 2021 page:\nhttps://www.sqa.org.uk/sqa/95257.html\nSQA 10/3/21 Vocational Qualification update includes\nupdated guidance on vocational qualifications based\non a more holistic judgement. Key Document:\nhttps://www.sqa.org.uk/sqa/files_ccc/hnvq-covid-\nassessment-guidance-for-schools-\n2021.pdf?mkt_tok=NTA1LVlCSC0zMDAAAAF7u4RdCWS\n2mjhJl1eeoc91-\nDEi_w4l6pAVnEsEKV9QFULPUpOd1tZ_1UXDjTWFYzXqi\nhk0TrDcnjbVDYT7ZdfMtZ-ze5_37kH9xba6vap8\nSQA Co-ordinator Update 26/3/21 including 30/4/21\nas closing date for entries for free standing units at\nSCQF 5,6 and 7\nSQA 1/4/21 including retention of evidence date for\nunits of 31/12/21 in case of post certification QA\n20/4/21 Update email including detail on entry level\nchanges, recording evidence forms, Heads of Centre\nStatements of assurance etc\n20/4/21 Email outlining mainatining security of SQA\nAssessment materials\n22/4/21 Email regarding text results signups for\nstudents", "OCR including Cambridge Nationals and Technicals\nOCR released information on accessing the OCR Grade Submission system to centres\non 22/3/21\nOCR releases 26/3/21 & 30/3/21 following JCQ guidance including details of an\nupdated timeline and submission systems, including centre policy requirement.\nOCR Update 14/4/21 includes further information on delivery and assessment of\nvocational qualifications\nhttps://www.ocr.org.uk/administration/support-and-tools/siu/vocational-qual-\narrangements-2021-613869/\nas well as other update information\nEmail from OCR 16/4/21 to centres highlighting support package available around\nassessment Summer 2021\nASDAN adaptations to delivery and assessment and information on moderation :\nMove to a minimum evidence requirements. Email to centres on 19/4/21 with\ndeadline for confirmation of 7/5/21\nUpdates available from 16/3/21 at:\nhttps://www.asdan.org.uk/coronavirus-notification\nOutcomes of Ofqual Consultations can be found below:\nGCSEs, AS, A Level\nhttps://www.gov.uk/government/consultations/consultation-on-how-gcse-as-and-a-\nlevel-grades-should-be-awarded-in-summer-2021\nVocational and Technical Qualifications\nhttps://www.gov.uk/government/consultations/consultation-on-alternative-", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "School Assessed Grades to be awarded to students in\ncountries, or regions of countries, where because of\ndirectives from national or regional authorities,\nexaminations are not able to be run.\nIOM now in this position as confirmed in Cambridge\nupdate for IOM schools 9/3/21\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-on-isle-of-man-on-june-2021-\nexams?e=2f0ae76dfc", "Centre Determined Grades to replace externally set\nand marked exam series. Further detail on this due\nto be released.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical subjects.\nFurther detail on this released to centres via secure\nsites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled Ofqual\nregulated GCSE and A Level examinations on 6/1/21. Consultations on Teacher\nAssessment alternatives to examinations launched on 15/1/21 to run until 29/1/21.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge Assessment\nreceived via email\nUpdate for schools published in the news section of the\nwebsite's home page", "Circulars on secure website monthly. Ad hoc changes\nemailed to Exams Officer. Dedicated support page on\npublic website.\nhttps://www.wjec.co.uk/home/summer-2021-get-the-\nsupport-you-need/", "SQA News Update available through emailed page to\ncentres on a Thursday each week- Exams Officers\nplease check own emails.\nAny new updates are published in the news section of\nthe website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies have\ndedicated Covid support pages on the public website. Ofqual has a dedicated page\nconfirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions\nhttps://www.cambridgeinternational.org/Images/covid-\n19-exemptions-for-march-and-june-2021-factsheet.pdf\nInformation on Subject specific adjustments can be\nfound on the secure website. A summary factsheet\nFollows:\nhttps://www.cambridgeinternational.org/Images/59607\n0-adjustments-to-components-for-june-2021.pdf\nInfo from webinar :\nConcession to be able to withdraw candidates up to\nfees for entries between 21st Feb and 17th April.\nLink to school assessed grades alternative to exams\ninfo\nhttps://www.cambridgeinternational.org/images/collecti\nng-evidence-to-support-school-assessed-grades.pdf\nsetting and aligning standards June 2021\nhttps://www.cambridgeinternational.org/Images/61221\n9-Setting-and-aligning-standards-in-the-June-2021-\nseries.pdf", "Guidance released by Qualifications Wales 9/2/21:\nhttps://qualificationswales.org/media/7061/summer-\n2021-assessment-guidance-v1.pdf\nImportant documentation for\nteachers/lecturers via our Secure Website:\nhttps://www.wjecservices.co.uk/login.asp\nInitial Qualification Assessment Frameworks:\nsummarising key requirements of each qualification,\nassessment materials to be provided by WJEC, how\nlearners may provide evidence of knowledge, skills\nand understanding, and advice about determining\ngrades.\nWJEC Assessment Creation Guide: a guide for\nteachers to assist them in the development of\nassessment materials.\nIndividual subject guides to assist teachers\nwith assessment of NEA in practical subjects\n(Art and Design, Design and Technology, Drama (and\nTheatre), Food and Nutrition, Media Studies, Music\nand Physical Education).", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and Hospitality:\nPractical Cookery in IOM schools\nGuidance published around evidence gathering and\nproducing estimates:\nAll Subject specific guidance material now published\nto schools (internal assessment support materials)\nwith details on how it can be used.\nTeachers encouraged to sign up to my alerts.", "", "Results Days Summer 2021:\nTuesday 10th August 2021\nOfQual regulated A Levels\nWJEC A Levels\nCAIE IA Levels\nOther Ofqual regulated Level 3 qualifications (BTECs)\nSQA Qualifications at SQCF Levels 4,5,6 (QCF\nLevel 1,2,3 equivalent)\nThursday 12th August 2021\nCAIE IGCSEs\nWJEC GCSEs\nOfqual regulated Level 1/2 qualifications (BTECs, OCR\nNationals etc)", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "10 May 2021 10:29", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS\nuncoupled from A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated\nlink specific to\ncurrent\nannouncement", "https://www.cambridgeassessment.org.uk/about-\nus/our-exam-boards/cambridge-international/", "https://www.wjec.co.uk", "https://www.sqa.org.uk/sqa/70972.html", "Pearson\nTechnical and Vocational Qualifications\nhttps://qualifications.pearson.com/en/campaigns/vq-assessment-hub/assessment-and-\ngrading-in-2021.html\nVQ Bulletin to centres 26/4/21 with a lot of sepcific information on the grading of\nBTEC qualifications\nVQ Bulletin to centres 5/5/21 including key information and details around BTEC\nqualification grading and submission processes Summer 2021\nGeneral Qualifications\nLink to 2021 Support page:\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-\nsupport.html?utm_source=ealertpqb6&utm_medium=email&utm_campaign=GBEDGS\n0121COVID\nImportant Exams Officer Update 21/4/21 on general and vocational qualifications.\nGeneral Qualifications update emailed to centres 29/4/21\nExams Officer Update to centres 5/5/21 including detailed information of\nspecifications\nAQA\n'2021 exam changes website - updated regularly\nhttps://www.aqa.org.uk/2021-exam-\nchanges?_cldee=aC5jYWxleUBxZTIuc2NoLmlt&recipientid=contact-\nc7acb1eeb409e3118b6278e3b519b0a5-\nf2dba5b3298a492cbf559a0e6d9c2c92&esid=0a42b243-2375-eb11-a812-\n000d3a4c12a9\nExams update email to centres 7/5/21 including NEA, QA, Fees and Grade\nSubmission.", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINAL.pdf?\nUpdate on access arrangements Summer 2021 on JCQ website:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/01/Notice-to-Centres-\nSENCos-and-assessors-June-2021.pdf\nUseful information on main JCQ website:\nhttps://www.jcq.org.uk/exams-office/access-arrangements-and-special-\nconsideration/regulations-and-guidance/\nJCQ e newsletter to centres 5/3/21- lot of important links included:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/03/february-e-\nnewsletter_2021-03-05T152226.145196.html\nJCQ e newsletter to centres 19/3/21 including an important link to a\nSummer 2021 Arrangements Hub:\nhttps://www.jcq.org.uk/summer-2021-arrangements/\nJCQ guidance for GCSE and A Level grades Summer 2021 - released\n26/3/21\nJCQ Centre Bulletin 27/4/21 - sets out key materials which have been\nreleased by JCQ and the exam boards including a link to how VTQ\nqualifications will be assessed Summer 2021\nJCQ Centre Bulletin 7/5/21 including information on Quality Assurance and\nOfqual blog on 23/4/21 Quality Assurance Summer 2021:\nfqual.blog.gov.uk/2021/04/22/quality-assurance-for-gcse-as-and-a-level-\ninformation-for-schools-and-colleges/", "" ], [ "", "CAIE email 7/4/21 - Date for submission of grades\nchange - now 18tth May to 16th June.\nCAIE Email 14/4/21 highlighting link to FAQ responses\nfrom 25/3/21 webinar\nhttps://mcusercontent.com/af6c7773efd0a10e9e916b8f\nd/files/d62094c1-94b0-4ee8-92bd-\n1e1e4649f943/Webinar_Using_school_assessed_grades\n_25_March_FAQs.02.pdf\nCAIE update 29/4/21\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-using-school-assessed-grades-for-\nthe-june-2021-series?e=ef5c91a181\nCAIE Updates on 5/5/21 and 6/5/21 including links to\nnew guidance on grade submission system for school\nassessed grades and Quality Assurance\nhttps://mailchi.mp/cambridgeinternational/update-on-\nschool-assessed-grades-for-june-2021-6-\nmay?e=2f0ae76dfc\nhttps://mailchi.mp/cambridgeinternational/update-on-\nschool-assessed-grades-for-june-2021-6-\nmay?e=ef5c91a181\nCAIE survey - deadline 18/5/21 Link:\nhttps://mailchi.mp/cambridgeinternational.org/cambridg\ne-international-survey-tell-us-your-views-on-a-number-", "WJEC Centre email 18/3/21 Detailed\nimportant information on secure website via\ncentre login\nhttps://www.wjecservices.co.uk/login.asp\nIncluding:\nPast Papers and Mark schemes\nGuidance on assessment and grading\nCentre review and appeals process\nGrade descriptors for WJEC GCSE and GCE\nqualifications\nUnconscious bias training for staff made available\nMarch 2021\nTimeline for centres\nhttps://www.wjec.co.uk/media/xabdcgua/summer-\n2021-timeline-march-infographic-8.pdf\nAccess to support from WJEC for Centres:\nhttps://www.wjec.co.uk/home/assessments-2021-get-\nthe-support-you-need/\nNotification of WJEC Level 1/2 Vocational Awards and\nLevel 3 Certificates move to TAG to centres 31/3/21\n1/4/21 Additional resources made available on secure\nwebsite with notice of further resources being made\navailable on 12/4/21 and 19/4/21\n14/4/21 WJEC Mythbuster publication to clarify\nprocess\nInformation asssessing certificate qualifications sent", "Useful National 4/5 qualifications 2021 page:\nhttps://www.sqa.org.uk/sqa/95257.html\nSQA 10/3/21 Vocational Qualification update includes\nupdated guidance on vocational qualifications based\non a more holistic judgement. Key Document:\nhttps://www.sqa.org.uk/sqa/files_ccc/hnvq-covid-\nassessment-guidance-for-schools-\n2021.pdf?mkt_tok=NTA1LVlCSC0zMDAAAAF7u4RdCWS\n2mjhJl1eeoc91-\nDEi_w4l6pAVnEsEKV9QFULPUpOd1tZ_1UXDjTWFYzXqi\nhk0TrDcnjbVDYT7ZdfMtZ-ze5_37kH9xba6vap8\nSQA Co-ordinator Update 26/3/21 including 30/4/21\nas closing date for entries for free standing units at\nSCQF 5,6 and 7\nSQA 1/4/21 including retention of evidence date for\nunits of 31/12/21 in case of post certification QA\n20/4/21 Update email including detail on entry level\nchanges, recording evidence forms, Heads of Centre\nStatements of assurance etc\n20/4/21 Email outlining maintaining security of SQA\nAssessment materials\n29/4/21 SQA News email to centres including links to\nunderstanding standards resources and access to\nadditional support for teachers through centre hubs\nand huddles.\n30/4/21 SQA Co-ordinator update including key dates", "OCR including Cambridge Nationals and Technicals\nOCR released information on accessing the OCR Grade Submission system to centres\non 22/3/21\nOCR releases 26/3/21 & 30/3/21 following JCQ guidance including details of an\nupdated timeline and submission systems, including centre policy requirement.\nOCR Update 14/4/21 includes further information on delivery and assessment of\nvocational qualifications\nhttps://www.ocr.org.uk/administration/support-and-tools/siu/vocational-qual-\narrangements-2021-613869/\nas well as other update information\nEmail from OCR to centres 30/4/21 s highlighting the following:\nJCQ document covering teacher grading, Ofqual QA requirements, online support,\ncommunication with parents and updated vocational assessment arrangements.\nASDAN adaptations to delivery and assessment and information on moderation :\nMove to a minimum evidence requirements. Email to centres on 19/4/21 with\ndeadline for confirmation of 7/5/21\nUpdates available from 16/3/21 at:\nhttps://www.asdan.org.uk/coronavirus-notification\nOutcomes of Ofqual Consultations can be found below:\nGCSEs, AS, A Level\nhttps://www.gov.uk/government/consultations/consultation-on-how-gcse-as-and-a-\nlevel-grades-should-be-awarded-in-summer-2021", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "School Assessed Grades to be awarded to students in\ncountries, or regions of countries, where because of\ndirectives from national or regional authorities,\nexaminations are not able to be run.\nIOM now in this position as confirmed in Cambridge\nupdate for IOM schools 9/3/21\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-on-isle-of-man-on-june-2021-\nexams?e=2f0ae76dfc", "Centre Determined Grades to replace externally set\nand marked exam series. Further detail on this due\nto be released.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical subjects.\nFurther detail on this released to centres via secure\nsites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled Ofqual\nregulated GCSE and A Level examinations on 6/1/21. Consultations on Teacher\nAssessment alternatives to examinations launched on 15/1/21 to run until 29/1/21.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge Assessment\nreceived via email\nUpdate for schools published in the news section of the\nwebsite's home page", "Circulars on secure website monthly. Ad hoc changes\nemailed to Exams Officer. Dedicated support page on\npublic website.\nhttps://www.wjec.co.uk/home/summer-2021-get-the-\nsupport-you-need/", "SQA News Update available through emailed page to\ncentres on a Thursday each week- Exams Officers\nplease check own emails.\nAny new updates are published in the news section of\nthe website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies have\ndedicated Covid support pages on the public website. Ofqual has a dedicated page\nconfirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions\nhttps://www.cambridgeinternational.org/Images/covid-\n19-exemptions-for-march-and-june-2021-factsheet.pdf\nInformation on Subject specific adjustments can be\nfound on the secure website. A summary factsheet\nFollows:\nhttps://www.cambridgeinternational.org/Images/59607\n0-adjustments-to-components-for-june-2021.pdf\nInfo from webinar :\nConcession to be able to withdraw candidates up to\nfees for entries between 21st Feb and 17th April.\nLink to school assessed grades alternative to exams\ninfo\nhttps://www.cambridgeinternational.org/images/collecti\nng-evidence-to-support-school-assessed-grades.pdf\nsetting and aligning standards June 2021\nhttps://www.cambridgeinternational.org/Images/61221\n9-Setting-and-aligning-standards-in-the-June-2021-\nseries.pdf", "Guidance released by Qualifications Wales 9/2/21:\nhttps://qualificationswales.org/media/7061/summer-\n2021-assessment-guidance-v1.pdf\nImportant documentation for\nteachers/lecturers via our Secure Website:\nhttps://www.wjecservices.co.uk/login.asp\nInitial Qualification Assessment Frameworks:\nsummarising key requirements of each qualification,\nassessment materials to be provided by WJEC, how\nlearners may provide evidence of knowledge, skills\nand understanding, and advice about determining\ngrades.\nWJEC Assessment Creation Guide: a guide for\nteachers to assist them in the development of\nassessment materials.\nIndividual subject guides to assist teachers\nwith assessment of NEA in practical subjects\n(Art and Design, Design and Technology, Drama (and\nTheatre), Food and Nutrition, Media Studies, Music\nand Physical Education).", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and Hospitality:\nPractical Cookery in IOM schools\nGuidance published around evidence gathering and\nproducing estimates:\nAll Subject specific guidance material now published\nto schools (internal assessment support materials)\nwith details on how it can be used.\nTeachers encouraged to sign up to my alerts.", "OfQual Consultation Decisions Autumn 2021 Series:\nhttps://assets.publishing.service.gov.uk/government/uploads/system/upl\noads/attachment_data/file/983034/6782-1_GQ_decisions_-\n_Consultation_on_arrangements_for_an_autumn_2021_exam_series.pdf", "Results Days Summer 2021:\nTuesday 10th August 2021\nOfQual regulated A Levels\nWJEC A Levels\nCAIE IA Levels\nOther Ofqual regulated Level 3 qualifications (BTECs)\nSQA Qualifications at SQCF Levels 4,5,6 (QCF\nLevel 1,2,3 equivalent)\nThursday 12th August 2021\nCAIE IGCSEs\nWJEC GCSEs\nOfqual regulated Level 1/2 qualifications (BTECs, OCR\nNationals etc)", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "26 May 2021 15:33", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS\nuncoupled from A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated\nlink specific to\ncurrent\nannouncement", "https://www.cambridgeassessment.org.uk/about-\nus/our-exam-boards/cambridge-international/", "https://www.wjec.co.uk", "https://www.sqa.org.uk/sqa/70972.html", "Pearson\nTechnical and Vocational Qualifications\nVQ Bulletin 13/5/21 including QTAG dates, SV verifier deadlines and HE progression\nVQ Bulletin 20/5/21 QTAG portal information and learner data and links to supporting\nresources.\nLink to Summer 2021 Support Page VQ:\nhttps://qualifications.pearson.com/en/campaigns/vq-assessment-hub/assessment-and-\ngrading-in-2021.html\nGeneral Qualifications\nGeneral Qualifications email update 12/5/21 includes links to information on support\nand guidance around grading\nGeneral Qualifications Bulletin 12/5/21 including details of Autumn Series 2021, details\non entry level certificates and endorsements for A Level Sciences.\nLink to Summer 2021 Support Page GQ\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-\nsupport.html?utm_source=homepage&utm_medium=referral&utm_campaign=GBSEG\nS0820SUM21\nAQA\n'2021 exam changes website - updated regularly\nhttps://www.aqa.org.uk/2021-exam-\nchanges?_cldee=aC5jYWxleUBxZTIuc2NoLmlt&recipientid=contact-\nc7acb1eeb409e3118b6278e3b519b0a5-\nf2dba5b3298a492cbf559a0e6d9c2c92&esid=0a42b243-2375-eb11-a812-\n000d3a4c12a9\nExams update email to centres 21/5/21 including NEA,retention of evidence, QA,\nFees and Grade Submission.", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINAL.pdf?\nUpdate on access arrangements Summer 2021 on JCQ website:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/01/Notice-to-Centres-\nSENCos-and-assessors-June-2021.pdf\nUseful information on main JCQ website:\nhttps://www.jcq.org.uk/exams-office/access-arrangements-and-special-\nconsideration/regulations-and-guidance/\nJCQ e newsletter to centres 5/3/21- lot of important links included:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/03/february-e-\nnewsletter_2021-03-05T152226.145196.html\nJCQ e newsletter to centres 19/3/21 including an important link to a\nSummer 2021 Arrangements Hub:\nhttps://www.jcq.org.uk/summer-2021-arrangements/\nJCQ guidance for GCSE and A Level grades Summer 2021 - released\n26/3/21\nJCQ Centre Bulletin 27/4/21 - sets out key materials which have been\nreleased by JCQ and the exam boards including a link to how VTQ\nqualifications will be assessed Summer 2021\nJCQ Centre Bulletin 7/5/21 including information on Quality Assurance and\nOfqual blog on 23/4/21 Quality Assurance Summer 2021:\nfqual.blog.gov.uk/2021/04/22/quality-assurance-for-gcse-as-and-a-level-\ninformation-for-schools-and-colleges/", "" ], [ "", "CAIE email 7/4/21 - Date for submission of grades\nchange - now 18tth May to 16th June.\nCAIE Email 14/4/21 highlighting link to FAQ responses\nfrom 25/3/21 webinar\nhttps://mcusercontent.com/af6c7773efd0a10e9e916b8f\nd/files/d62094c1-94b0-4ee8-92bd-\n1e1e4649f943/Webinar_Using_school_assessed_grades\n_25_March_FAQs.02.pdf\nCAIE update 29/4/21\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-using-school-assessed-grades-for-\nthe-june-2021-series?e=ef5c91a181\nCAIE Updates on 5/5/21 and 6/5/21 including links to\nnew guidance on grade submission system for school\nassessed grades and Quality Assurance\nhttps://mailchi.mp/cambridgeinternational/update-on-\nschool-assessed-grades-for-june-2021-6-\nmay?e=2f0ae76dfc\nhttps://mailchi.mp/cambridgeinternational/update-on-\nschool-assessed-grades-for-june-2021-6-\nmay?e=ef5c91a181\nEmail update on school assessed grades 13/5/21\nEmail Update Cambridge Schools 20/5/21\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-20-may?e=2f0ae76dfc", "WJEC Centre email 18/3/21 Detailed\nimportant information on secure website via\ncentre login\nhttps://www.wjecservices.co.uk/login.asp\nUnconscious bias training for staff made available\nMarch 2021\nTimeline for centres\nhttps://www.wjec.co.uk/media/xabdcgua/summer-\n2021-timeline-march-infographic-8.pdf\nAccess to support from WJEC for Centres:\nhttps://www.wjec.co.uk/home/assessments-2021-get-\nthe-support-you-need/\nNotification of WJEC Level 1/2 Vocational Awards and\nLevel 3 Certificates move to TAG to centres 31/3/21\n1/4/21 Additional resources made available on secure\nwebsite with notice of further resources being made\navailable on 12/4/21 and 19/4/21\n14/4/21 WJEC Mythbuster publication to clarify\nprocess\nInformation asssessing certificate qualifications sent\nto centres 19/4/21\nDetails on centre reviews and appeals Summer 2021\nand guidance from qualifications Wales on secure\nwebsite published 17/5/21\n19/5/21 Email sent to all exams officers from WJEC\naround results portal and subjects specific grading", "Useful National 4/5 qualifications 2021 page:\nhttps://www.sqa.org.uk/sqa/95257.html\nSQA 1/4/21 including retention of evidence date for\nunits of 31/12/21 in case of post certification QA\n20/4/21 Update email including detail on entry level\nchanges, recording evidence forms, Heads of Centre\nStatements of assurance etc\n20/4/21 Email outlining maintaining security of SQA\nAssessment materials\n29/4/21 SQA News email to centres including links to\nunderstanding standards resources and access to\nadditional support for teachers through centre hubs\nand huddles.\n30/4/21 SQA Co-ordinator update including key dates\n6/5/21 SQA News email update to centres\n11/5/21 National Qualifications 2021 Group -\nDisruption to Learning email incluyding links to\nunderstnadnding standards, assessment resources\nand subject specific guidance\n13/5/21 SQA News email\n14/5/21 Further Email on National Qualifications\noutlining alternative approaches being adopted\nSummer 2021", "OCR including Cambridge Nationals and Technicals\nOCR Update 14/4/21 includes further information on delivery and assessment of\nvocational qualifications\nhttps://www.ocr.org.uk/administration/support-and-tools/siu/vocational-qual-\narrangements-2021-613869/\nas well as other update information\nEmail from OCR to centres 30/4/21 s highlighting the following:\nJCQ document covering teacher grading, Ofqual QA requirements, online support,\ncommunication with parents and updated vocational assessment arrangements.\nExams Officer update email 14/5/21 including Autumn 2021 exam information, QA\nprocesses and update, special consideration and practical endorsements for A Level\nSciences and online training events.\nUpdate email to centres on 21/5/21 covering links to subject specific FAQs,\nvocational qualifications appeals guidance, teacher assessment and consulation on\nSummer 2022 assessment\nEmail to centres 20/5/21 for qualification fees Summer 2021 and following correction\nemail\nASDAN adaptations to delivery and assessment and information on moderation :\nMove to a minimum evidence requirements. Email to centres on 19/4/21 with\ndeadline for confirmation of 7/5/21\nUpdates available from 16/3/21 at:\nhttps://www.asdan.org.uk/coronavirus-notification\nOutcomes of Ofqual Consultations can be found below:\nGCSEs, AS, A Level\nhttps://www.gov.uk/government/consultations/consultation-on-how-gcse-as-and-a-", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "School Assessed Grades to be awarded to students in\ncountries, or regions of countries, where because of\ndirectives from national or regional authorities,\nexaminations are not able to be run.\nIOM now in this position as confirmed in Cambridge\nupdate for IOM schools 9/3/21\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-on-isle-of-man-on-june-2021-\nexams?e=2f0ae76dfc", "Centre Determined Grades to replace externally set\nand marked exam series. Further detail on this due\nto be released.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical subjects.\nFurther detail on this released to centres via secure\nsites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled Ofqual\nregulated GCSE and A Level examinations on 6/1/21. Consultations on Teacher\nAssessment alternatives to examinations launched on 15/1/21 to run until 29/1/21.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge Assessment\nreceived via email\nUpdate for schools published in the news section of the\nwebsite's home page", "Circulars on secure website monthly. Ad hoc changes\nemailed to Exams Officer. Dedicated support page on\npublic website.\nhttps://www.wjec.co.uk/home/summer-2021-get-the-\nsupport-you-need/", "SQA News Update available through emailed page to\ncentres on a Thursday each week- Exams Officers\nplease check own emails.\nAny new updates are published in the news section of\nthe website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies have\ndedicated Covid support pages on the public website. Ofqual has a dedicated page\nconfirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions\nhttps://www.cambridgeinternational.org/Images/covid-\n19-exemptions-for-march-and-june-2021-factsheet.pdf\nInformation on Subject specific adjustments can be\nfound on the secure website. A summary factsheet\nFollows:\nhttps://www.cambridgeinternational.org/Images/59607\n0-adjustments-to-components-for-june-2021.pdf\nInfo from webinar :\nConcession to be able to withdraw candidates up to\nfees for entries between 21st Feb and 17th April.\nLink to school assessed grades alternative to exams\ninfo\nhttps://www.cambridgeinternational.org/images/collecti\nng-evidence-to-support-school-assessed-grades.pdf\nsetting and aligning standards June 2021\nhttps://www.cambridgeinternational.org/Images/61221\n9-Setting-and-aligning-standards-in-the-June-2021-\nseries.pdf", "Guidance released by Qualifications Wales 9/2/21:\nhttps://qualificationswales.org/media/7061/summer-\n2021-assessment-guidance-v1.pdf\nImportant documentation for\nteachers/lecturers via our Secure Website:\nhttps://www.wjecservices.co.uk/login.asp\nInitial Qualification Assessment Frameworks:\nsummarising key requirements of each qualification,\nassessment materials to be provided by WJEC, how\nlearners may provide evidence of knowledge, skills\nand understanding, and advice about determining\ngrades.\nWJEC Assessment Creation Guide: a guide for\nteachers to assist them in the development of\nassessment materials.\nIndividual subject guides to assist teachers\nwith assessment of NEA in practical subjects\n(Art and Design, Design and Technology, Drama (and\nTheatre), Food and Nutrition, Media Studies, Music\nand Physical Education).", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and Hospitality:\nPractical Cookery in IOM schools\nGuidance published around evidence gathering and\nproducing estimates:\nAll Subject specific guidance material now published\nto schools (internal assessment support materials)\nwith details on how it can be used.\nTeachers encouraged to sign up to my alerts.", "OfQual Consultation Decisions Autumn 2021 Series:\nhttps://assets.publishing.service.gov.uk/government/uploads/system/upl\noads/attachment_data/file/983034/6782-1_GQ_decisions_-\n_Consultation_on_arrangements_for_an_autumn_2021_exam_series.pdf", "Results Days Summer 2021:\nTuesday 10th August 2021\nOfQual regulated A Levels\nWJEC A Levels\nCAIE IA Levels\nOther Ofqual regulated Level 3 qualifications (BTECs)\nSQA Qualifications at SQCF Levels 4,5,6 (QCF\nLevel 1,2,3 equivalent)\nThursday 12th August 2021\nCAIE IGCSEs\nWJEC GCSEs\nOfqual regulated Level 1/2 qualifications (BTECs, OCR\nNationals etc)", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "23 June 2021 11:49", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS\nuncoupled from A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated\nlink specific to\ncurrent\nannouncement", "https://www.cambridgeassessment.org.uk/about-\nus/our-exam-boards/cambridge-international/", "https://www.wjec.co.uk", "https://www.sqa.org.uk/sqa/70972.html", "Pearson\nTechnical and Vocational Qualifications\nLink to Summer 2021 Support Page VQ:\nhttps://qualifications.pearson.com/en/campaigns/vq-assessment-hub/assessment-and-\ngrading-in-\n2021.html?utm_source=ealertpqb10&utm_medium=email&utm_campaign=GBEDGS01\n21COVID\n10/6/21 Appeals Process for BTECs Summer 2021 Published:\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-support/appeals-\n2021.html\nExams Officer Update 10/6/21 including appeals, declarations of interest, contact\nphone numbers and receiving results.\nExams Officer Update 17/6/21 including a number of reminders\nGeneral Qualifications\nLink to Summer 2021 Support Page GQ\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-\nsupport.html?utm_source=ealertpqb10&utm_medium=email&utm_campaign=GBEDG\nS0121COVID\nGeneral qualifications update to centres 9/6/21 including Quality Assurance Stage 3,\nJCQ Appeals Guidance, Timelines, Provisional Timetables, Support and Guidance for\nTeachers\nVQ News\nAQA\n'2021 exam changes website - updated regularly\nhttps://www.aqa.org.uk/2021-exam-\nchanges?_cldee=aC5jYWxleUBxZTIuc2NoLmlt&recipientid=contact-", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wp-\ncontent/uploads/2020/09/Guide_to_spec_con_process_2021_FINAL.pdf?\nUpdate on access arrangements Summer 2021 on JCQ website:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/01/Notice-to-Centres-\nSENCos-and-assessors-June-2021.pdf\nUseful information on main JCQ website:\nhttps://www.jcq.org.uk/exams-office/access-arrangements-and-special-\nconsideration/regulations-and-guidance/\nJCQ e newsletter to centres 19/3/21 including an important link to a\nSummer 2021 Arrangements Hub:\nhttps://www.jcq.org.uk/summer-2021-arrangements/\nJCQ Centre Bulletin 27/5/21 indicating requirement for Stage 3 QA\nprocesses following the submission of TAGs by 18/6/21\nJCQ Dates for Autumn Exam Series Published\nhttps://www.jcq.org.uk/exams-office/key-dates-and-timetables/\nJCQ Appeals Process Published 10/6/21\nhttps://www.jcq.org.uk/wp-content/uploads/2021/06/JCQ_Appeals-\nGuidance_Summer-2021.pdf\nJCQ Bulletin 11/6/21 including guidance for submission o smaple material\nfor f stage 3 quality assurance and cybersecurity information from DfE\n(England)\nOfqual\nOutcomes of Ofqual Consultations can be found below:\nGCSEs, AS, A Level\nhttps://www.gov.uk/government/consultations/consultation-on-how-gcse-as-\nand-a-level-grades-should-be-awarded-in-summer-2021\nVocational and Technical Qualifications\nhttps://www.gov.uk/government/consultations/consultation-on-alternative-\narrangements-for-the-award-of-vtqs-and-other-general-qualifications-in-\n2021", "" ], [ "", "CAIE email 7/4/21 - Date for submission of grades\nchange - 18tth May to 16th June.\nEmail Update Cambridge Schools 20/5/21\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-20-may?e=2f0ae76dfc\n27/5/21 Update including reminder grade Submission\ndate of 16/6/21 and access to supporting resources for\nthe process. Links to information on November 2021\nSeries .", "All information regarding awarding process Summer\n2021 on the WJEC secure website with access from\nindividual centres\n19/5/21 Email sent to all exams officers from WJEC\naround results portal and subjects specific grading\nsupport.\n27/5/21 Email to Exams Officers on WJEC Vocational\nQualifications, arrangements for summer 2021 -\nupdate - including details on mid-flight learners\n14/6/21 Update emails from WJEC to Centres on IOM\nincluding guidance to Learner Decision Making\nRecords and Autumn 2021 Adapatations as well as a\nLearner survey on proposed changes to Summer\n2022 assessment (closes 23/6/21)\n17/6/21 Centre Review and Appeals resources\navailable on secure website, FAQs on historical data\nand additional opportunities for unitised vocational\nqualifications including Level1,2 & 3 Certificates\n22/6/21 Reduction of 42% on WJEC exam fees\nannounced to centres.", "Useful National 4/5 qualifications 2021 page:\nhttps://www.sqa.org.uk/sqa/95257.html\n27/5/21 SQA News Link to Understanding Standards\nResources\nhttps://www.sqa.org.uk/sqa/97887.html?\nmkt_tok=NTA1LVlCSC0zMDAAAAF9TI-\nxoItrj40Yzrml3WkSBPHI87nAcx49Rys9JSBsdk3aNQro\nmwRJTKYN-D-\nGzQBqbNmIb7iy8snwdHcKoc70lYegmmcRu2JTE2HtOQ\n1/6/21 SQA Co-ordinators update including\ninformation on QA and Provisional Results Service\n3/6/21 SQA News - free appeals process and\nincomplete evidence service announced for National\n5s and highers\n10/6/21 SQA News with updates on direct appeals\nprocess, QA of Alternative Certification model and\nreview of some digital qualifications.\n10/6/21 SQA email 10/6/21 on provisional results day\n25/6/21\n11/6/21 Information on appeals process for National 5\n& 6 qualifications and link to information for Centres\ndocument\n16/6/21 SQA Co-ordinator Update including details on\nresults, appeals and key dates\n17/6/21 SQA News", "OCR including Cambridge Nationals and Technicals\nOCR Update 14/4/21 includes further information on delivery and assessment of\nvocational qualifications\nhttps://www.ocr.org.uk/administration/support-and-tools/siu/vocational-qual-\narrangements-2021-613869/\nas well as other update information\nEmail from OCR to centres 30/4/21 s highlighting the following:\nJCQ document covering teacher grading, Ofqual QA requirements, online support,\ncommunication with parents and updated vocational assessment arrangements.\nExams Officer update email 14/5/21 including Autumn 2021 exam information, QA\nprocesses and update, special consideration and practical endorsements for A Level\nSciences and online training events.\nUpdate email to centres on 21/5/21 covering links to subject specific FAQs,\nvocational qualifications appeals guidance, teacher assessment and consulation on\nSummer 2022 assessment\nEmail to centres 20/5/21 for qualification fees Summer 2021 and following correction\nemail\nEmail To centres 7/6/21 including information on Core Maths QA, Appeals for\nVocational Qualifications, review dates functional skills.\nEmail to Centres 10/6/21 including Summer 2021 FAQs, practical endorsements for A\nLevel Science Summer 2022 and resources supporting transition from GCSE to A\nLevel Chemistry\nEmail to Centres 11/6/21 on non-certificating candiates (including Cambridge\nNationals) Summer 21 and use of TAGs\nEmail to Centres 11/6/21 outlining JCQ Appeals Guidance, QA sampling guidance,\nAutumn 2021 provisional timetables etc", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "School Assessed Grades to be awarded to students in\ncountries, or regions of countries, where because of\ndirectives from national or regional authorities,\nexaminations are not able to be run.\nIOM now in this position as confirmed in Cambridge\nupdate for IOM schools 9/3/21\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-on-isle-of-man-on-june-2021-\nexams?e=2f0ae76dfc", "Centre Determined Grades to replace externally set\nand marked exam series. Further detail on this due\nto be released.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical subjects.\nFurther detail on this released to centres via secure\nsites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled Ofqual\nregulated GCSE and A Level examinations on 6/1/21. Consultations on Teacher\nAssessment alternatives to examinations launched on 15/1/21 to run until 29/1/21.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge Assessment\nreceived via email\nUpdate for schools published in the news section of the\nwebsite's home page", "Circulars on secure website monthly. Ad hoc changes\nemailed to Exams Officer. Dedicated support page on\npublic website.\nhttps://www.wjec.co.uk/home/summer-2021-get-the-\nsupport-you-need/", "SQA News Update available through emailed page to\ncentres on a Thursday each week- Exams Officers\nplease check own emails.\nAny new updates are published in the news section of\nthe website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies have\ndedicated Covid support pages on the public website. Ofqual has a dedicated page\nconfirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions\nhttps://www.cambridgeinternational.org/Images/covid-\n19-exemptions-for-march-and-june-2021-factsheet.pdf\nInformation on Subject specific adjustments can be\nfound on the secure website. A summary factsheet\nFollows:\nhttps://www.cambridgeinternational.org/Images/59607\n0-adjustments-to-components-for-june-2021.pdf\nInfo from webinar :\nConcession to be able to withdraw candidates up to\nfees for entries between 21st Feb and 17th April.\nLink to school assessed grades alternative to exams\ninfo\nhttps://www.cambridgeinternational.org/images/collecti\nng-evidence-to-support-school-assessed-grades.pdf\nsetting and aligning standards June 2021\nhttps://www.cambridgeinternational.org/Images/61221\n9-Setting-and-aligning-standards-in-the-June-2021-\nseries.pdf", "Guidance released by Qualifications Wales 9/2/21:\nhttps://qualificationswales.org/media/7061/summer-\n2021-assessment-guidance-v1.pdf\nImportant documentation for\nteachers/lecturers via our Secure Website:\nhttps://www.wjecservices.co.uk/login.asp\nInitial Qualification Assessment Frameworks:\nsummarising key requirements of each qualification,\nassessment materials to be provided by WJEC, how\nlearners may provide evidence of knowledge, skills\nand understanding, and advice about determining\ngrades.\nWJEC Assessment Creation Guide: a guide for\nteachers to assist them in the development of\nassessment materials.\nIndividual subject guides to assist teachers\nwith assessment of NEA in practical subjects\n(Art and Design, Design and Technology, Drama (and\nTheatre), Food and Nutrition, Media Studies, Music\nand Physical Education).", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and Hospitality:\nPractical Cookery in IOM schools\nGuidance published around evidence gathering and\nproducing estimates:\nAll Subject specific guidance material now published\nto schools (internal assessment support materials)\nwith details on how it can be used.\nTeachers encouraged to sign up to my alerts.", "OfQual Consultation Decisions Autumn 2021 Series:\nhttps://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachm\nent_data/file/983034/6782-1_GQ_decisions_-\n_Consultation_on_arrangements_for_an_autumn_2021_exam_series.pdf", "Results Days Summer 2021:\nTuesday 10th August 2021\nOfQual regulated A Levels\nWJEC A Levels\nCAIE IA Levels\nOther Ofqual regulated Level 3 qualifications (BTECs)\nSQA Qualifications at SQCF Levels 4,5,6 (QCF\nLevel 1,2,3 equivalent)\nThursday 12th August 2021\nCAIE IGCSEs\nWJEC GCSEs\nOfqual regulated Level 1/2 qualifications (BTECs, OCR\nNationals etc)", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "Redacted", "" ], "rows": [ [ "06 July 2021 17:18", "" ], [ "Redacted", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ] ], "row_count": 9, "col_count": 2 }, { "headers": [ "Examination Board", "", "", "", "", "", "" ], "rows": [ [ "IOM Offer with this\nExamination Board", "GCSE – Year 11\nAS Level – Year 12 – coupled to full A\nLevels\nA Level – Year 13", "GCSE, Level 2 certificates - Year 11\nAS Levels – coupled to full A Levels –\nYear 12\nA Level. Level 3 certificates - Year 13", "Level 2 equivalent qualifications - Year\n11\nSmall number of AS equivalent\nqualifications - Year 13", "Pearson BTEC Level 1 & 2 Qualifications – Year 11\nPearson BTEC Level 3 Qualifications – Year 12 and 13\nOCR AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)\nPearson AS and A levels – Year 12 and 13 (Year 12 AS\nuncoupled from A Level)\nAQA AS and A levels – Year 12 and 13 (Year 12 AS uncoupled\nfrom A Level)", "", "" ], [ "Position ‐ updated\nlink specific to\ncurrent\nannouncement", "https://www.cambridgeassessment.org.uk/about-\nus/our-exam-boards/cambridge-international/", "https://www.wjec.co.uk", "https://www.sqa.org.uk/sqa/70972.html", "Pearson\nTechnical and Vocational Qualifications\nhttps://qualifications.pearson.com/en/campaigns/vq-assessment-hub/assessment-and-\ngrading-in-\n2021.html?utm_source=ealertpqb10&utm_medium=email&utm_campaign=GBEDGS01\n21COVID\n24/6/21 VQ update including BTEC Appeals Guidance, BTEC QTAG QA, Mid flight\nLearners, contact info etc\n1/7/21 VQ Update including correcting errors on QTAG submissions, QTAG External\nQA\nBTEC Results release etc\nGeneral Qualifications\nLink to Summer 2021 Support Page GQ\nhttps://qualifications.pearson.com/en/campaigns/summer-2021-\nsupport.html?utm_source=ealertpqb10&utm_medium=email&utm_campaign=GBEDG\nS0121COVID\nGeneral qualifications update to centres 9/6/21\n23/6/21 General Qualifications Update including Quality Assurance Stage 3, JCQ\nAppeals Guidance, Timelines, Timetables Oct/November series, Palnning 2022,\nSummer 2021 Fees, VQ News\nAQA\n'2021 exam changes website - updated regularly https://www.aqa.org.uk/2021-exam-\nchanges?_cldee=aC5jYWxleUBxZTIuc2NoLmlt&recipientid=contact-\nc7acb1eeb409e3118b6278e3b519b0a5-\nf2dba5b3298a492cbf559a0e6d9c2c92&esid=0a42b243-2375-eb11-a812-\n000d3a4c12a9", "JCQ special consideration processes:\nhttps://www.jcq.org.uk/wpcontent/uploads/2020/09/Guide_to_spec_con_pr\nocess_2021_FINAL.pdf?\nUpdate on access arrangements Summer 2021 on JCQ website:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/01/Notice-to-Centres-\nSENCos-and-assessors-June-2021.pdf\nUseful information on main JCQ website: https://www.jcq.org.uk/exams-\noffice/access-arrangements-and-special-consideration/regulations-and-\nguidance/\nJCQ e newsletter to centres 19/3/21 including an important link to a\nSummer 2021 Arrangements Hub:\nhttps://www.jcq.org.uk/summer-2021-arrangements/\nJCQ Appeals Process Published 10/6/21\nhttps://www.jcq.org.uk/wp-content/uploads/2021/06/JCQ_Appeals-\nGuidance_Summer-2021.pdf\nJCQ Bulletin 11/6/21 including guidance for submission o smaple material\nfor f stage 3 quality assurance and cybersecurity information from DfE\n(England)\nJCQ Bulletin 21/6/21 including TAG Submission Dates and Grade\nConfidentiality.\nJCQ Bulletin 25/6/21 around embargo tim change for results release from\nexam boards to students on 10th August to minimise time difference\nbetween release of results and release of outcomes from HE applications\n(UCAS)\nJCQ e-newsletter 2/7/21 Timeline and link to infographic and QA processes:\nhttps://www.jcq.org.uk/wp-content/uploads/2021/07/JCQ_Grading-\nOfqual\nOutcomes of Ofqual Consultations can be found below:\nGCSEs, AS, A Level\nhttps://www.gov.uk/government/consultations/consultation-on-how-gcse-as-\nand-a-level-grades-should-be-awarded-in-summer-2021\nVocational and Technical Qualifications\nhttps://www.gov.uk/government/consultations/consultation-on-alternative-\narrangements-for-the-award-of-vtqs-and-other-general-qualifications-in-\n2021", "" ], [ "", "CAIE email 7/4/21 - Date for submission of grades\nchange - 18tth May to 16th June.\nEmail Update Cambridge Schools 20/5/21\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-20-may?e=2f0ae76dfc\n27/5/21 Update including reminder grade Submission\ndate of 16/6/21 and access to supporting resources for\nthe process. Links to information on November 2021\nSeries .\n24/6/21 Update including reminder on Quality\nAssurance Process Summer 2021\nhttps://www.cambridgeinternational.org/covid/june-\n2021-exam-series/school-assessed-grades/quality-\nassurance/#portal\n1/7/21 Update including reminder for centres to\nmonitor emails for QA process emails, information\nabout post-results checks and appeals services,\ninformation about Nov 21 series", "All information regarding awarding process Summer\n2021 on the WJEC secure website with access from\nindividual centres\n19/5/21 Email sent to all exams officers from WJEC\naround results portal and subjects specific grading\nsupport.\n27/5/21 Email to Exams Officers on WJEC Vocational\nQualifications, arrangements for summer 2021 -\nupdate - including details on mid-flight learners\n14/6/21 Update emails from WJEC to Centres on IOM\nincluding guidance to Learner Decision Making\nRecords and Autumn 2021 Adapatations as well as a\nLearner survey on proposed changes to Summer\n2022 assessment (closes 23/6/21)\n17/6/21 Centre Review and Appeals resources\navailable on secure website, FAQs on historical data\nand additional opportunities for unitised vocational\nqualifications including Level1,2 & 3 Certificates\n22/6/21 Reduction of 42% on WJEC exam fees\nannounced to centres.", "Useful National 4/5 qualifications 2021 page:\nhttps://www.sqa.org.uk/sqa/95257.html\n1/6/21 SQA Co-ordinators update including\ninformation on QA and Provisional Results Service\n3/6/21 SQA News - free appeals process and\nincomplete evidence service announced for National\n5s and highers\n10/6/21 SQA News with updates on direct appeals\nprocess, QA of Alternative Certification model and\nreview of some digital qualifications.\n10/6/21 SQA email 10/6/21 on provisional results day\n25/6/21\n11/6/21 Information on appeals process for National 5\n& 6 qualifications and link to information for Centres\ndocument\n16/6/21 SQA Co-ordinator Update including details on\nresults, appeals and key dates\n17/6/21 SQA News\n23/6/21 SQA News update including intention to\nannounce approach to assessemnt Summer 2022\nduring August 2021\n24/6/21 SQA News SQA and OECD Findings, Appeals,\nAssessment evidence retention, results, key dates,\nmalpractice information etc", "OCR including Cambridge Nationals and Technicals\nOCR Update 14/4/21 includes further information on delivery and assessment of\nvocational qualifications\nhttps://www.ocr.org.uk/administration/support-and-tools/siu/vocational-qual-\narrangements-2021-613869/\nas well as other update information\nEmail from OCR to centres 30/4/21 s highlighting the following:\nJCQ document covering teacher grading, Ofqual QA requirements, online support,\ncommunication with parents and updated vocational assessment arrangements.\nExams Officer update email 14/5/21 including Autumn 2021 exam information, QA\nprocesses and update, special consideration and practical endorsements for A Level\nSciences and online training events.\nUpdate email to centres on 21/5/21 covering links to subject specific FAQs,\nvocational qualifications appeals guidance, teacher assessment and consulation on\nSummer 2022 assessment\nEmail to centres 20/5/21 for qualification fees Summer 2021 and following correction\nemail\nEmail To centres 7/6/21 including information on Core Maths QA, Appeals for\nVocational Qualifications, review dates functional skills.\nEmail to Centres 10/6/21 including Summer 2021 FAQs, practical endorsements for A\nLevel Science Summer 2022 and resources supporting transition from GCSE to A\nLevel Chemistry\nEmail to Centres 11/6/21 on non-certificating candiates (including Cambridge\nNationals) Summer 21 and use of TAGs\nEmail to Centres 11/6/21 outlining JCQ Appeals Guidance, QA sampling guidance,\nAutumn 2021 provisional timetables etc", "", "" ], [ "Awarding of grades\nthrough external\nexaminations or\nteacher assessment?", "School Assessed Grades to be awarded to students in\ncountries, or regions of countries, where because of\ndirectives from national or regional authorities,\nexaminations are not able to be run.\nIOM now in this position as confirmed in Cambridge\nupdate for IOM schools 9/3/21\nhttps://mailchi.mp/cambridgeinternational/update-for-\ncambridge-schools-on-isle-of-man-on-june-2021-\nexams?e=2f0ae76dfc", "Centre Determined Grades to replace externally set\nand marked exam series. Further detail on this due\nto be released.", "Teacher assessment to replace externally set and\nmarked exam series for National 5 Practical subjects.\nFurther detail on this released to centres via secure\nsites.", "The Secretary of State for Education in England, Gavin Wiliamson, cancelled Ofqual\nregulated GCSE and A Level examinations on 6/1/21. Consultations on Teacher\nAssessment alternatives to examinations launched on 15/1/21 to run until 29/1/21.", "", "" ], [ "Communication used\nwith centres", "Exams Officer Updates from Cambridge Assessment\nreceived via email\nUpdate for schools published in the news section of the\nwebsite's home page", "Circulars on secure website monthly. Ad hoc changes\nemailed to Exams Officer. Dedicated support page on\npublic website.\nhttps://www.wjec.co.uk/home/summer-2021-get-the-\nsupport-you-need/", "SQA News Update available through emailed page to\ncentres on a Thursday each week- Exams Officers\nplease check own emails.\nAny new updates are published in the news section of\nthe website's home page", "Exam updates emailed to Exams Officer periodically.All awarding bodies have\ndedicated Covid support pages on the public website. Ofqual has a dedicated page\nconfirming the proposal decision.", "", "" ], [ "Other important\nInformation", "Covid 19 Exemptions\nhttps://www.cambridgeinternational.org/Images/covid-\n19-exemptions-for-march-and-june-2021-factsheet.pdf\nInformation on Subject specific adjustments can be\nfound on the secure website. A summary factsheet\nFollows:\nhttps://www.cambridgeinternational.org/Images/59607\n0-adjustments-to-components-for-june-2021.pdf\nInfo from webinar :\nConcession to be able to withdraw candidates up to\nfees for entries between 21st Feb and 17th April.\nLink to school assessed grades alternative to exams\ninfo\nhttps://www.cambridgeinternational.org/images/collecti\nng-evidence-to-support-school-assessed-grades.pdf\nsetting and aligning standards June 2021\nhttps://www.cambridgeinternational.org/Images/61221\n9-Setting-and-aligning-standards-in-the-June-2021-\nseries.pdf", "Guidance released by Qualifications Wales 9/2/21:\nhttps://qualificationswales.org/media/7061/summer-\n2021-assessment-guidance-v1.pdf\nImportant documentation for\nteachers/lecturers via our Secure Website:\nhttps://www.wjecservices.co.uk/login.asp\nInitial Qualification Assessment Frameworks:\nsummarising key requirements of each qualification,\nassessment materials to be provided by WJEC, how\nlearners may provide evidence of knowledge, skills\nand understanding, and advice about determining\ngrades.\nWJEC Assessment Creation Guide: a guide for\nteachers to assist them in the development of\nassessment materials.\nIndividual subject guides to assist teachers\nwith assessment of NEA in practical subjects\n(Art and Design, Design and Technology, Drama (and\nTheatre), Food and Nutrition, Media Studies, Music\nand Physical Education).", "No external assessment for SQA National 5\nqualifications for Summer 2021 - affects SQA\nNational 5 Practical Woodworking and Hospitality:\nPractical Cookery in IOM schools\nGuidance published around evidence gathering and\nproducing estimates:\nAll Subject specific guidance material now published\nto schools (internal assessment support materials)\nwith details on how it can be used.\nTeachers encouraged to sign up to my alerts.", "OfQual Consultation Decisions Autumn 2021 Series:\nhttps://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachm\nent_data/file/983034/6782-1_GQ_decisions_-\n_Consultation_on_arrangements_for_an_autumn_2021_exam_series.pdf", "Results Days Summer 2021:\nTuesday 10th August 2021\nOfQual regulated A Levels\nWJEC A Levels\nCAIE IA Levels\nOther Ofqual regulated Level 3 qualifications (BTECs)\nSQA Qualifications at SQCF Levels 4,5,6 (QCF\nLevel 1,2,3 equivalent)\nThursday 12th August 2021\nCAIE IGCSEs\nWJEC GCSEs\nOfqual regulated Level 1/2 qualifications (BTECs, OCR\nNationals etc)", "" ] ], "row_count": 6, "col_count": 7 }, { "headers": [ "" ], "rows": [ [ "" ], [ "© JCQ March 2021\nContact: info@jcq.org.uk" ], [ "Instructions for conducting examinations\n1 September 2020 to 31 August 2021" ], [ "DATE PUBLISHED: 26/03/2021\nUPDATED: 19/04/2021\nFor the attention of heads of centre, senior leaders\nwithin schools and colleges and examination officers\n55" ] ], "row_count": 4, "col_count": 1 } ] }, { "case_id": 1897641, "title": "Sex education", "authority": "Department of Education, Sport and Culture", "date_received": "2021-07-12", "outcome": "Some information sent but not all held", "summary": "A request was made regarding the age and content of sex education at St Johns Primary School, specifically asking about masturbation instruction and grooming awareness. The Department of Education confirmed that children are not taught to masturbate, provided the school's policy document, and directed the requester to the school website for grooming information.", "key_facts": [ "There is no prescribed sex education curriculum on the Isle of Man; each school designs its own programme.", "The Department confirmed that children are not taught to pleasure themselves or masturbate at primary school level.", "A copy of St Johns Primary School's sex and relationships policy was provided to detail curriculum content by year group.", "Information regarding sexual grooming and reporting is available on the St Johns Primary School website under the E-Safety policy.", "Support for Year 6 delivery on puberty and relationships was offered by the Health Education Officer during the 2020/21 academic year." ], "data_mentioned": [ "1897641", "2021-07-12", "2021-08-04", "28 July 2021", "2020/21", "Year 6", "Year 5", "1.5hours", "1hour", "section 20" ], "exemptions_cited": [ "Section 20 of the Act (Information already reasonably accessible)" ], "tables": [ { "headers": [ "Introduction" ], "rows": [ [ "We believe that the parents and guardians are the main educators in children learning to cope with the emotional" ], [ "and physical aspects of growing up and that it is the schools role to support them." ], [ "Sex and relationship education is lifelong learning about physical, moral and emotional development. It is about" ], [ "understanding the importance of loving and caring relationships. It is about the teaching of sexuality and sexual" ], [ "health. Research demonstrates that good sex and relationship education does not make young people more likely to" ], [ "become sexually active at a younger age." ] ], "row_count": 6, "col_count": 1 }, { "headers": [ "Moral and Values Framework" ], "rows": [ [ "Sex and relationship education will be taught in the context of relationships and link to PSHE and Citizenship." ], [ "In addition, SRE will promote self esteem and emotional health and well being and help pupils form and maintain" ], [ "worthwhile and positive relationships, based on respect for themselves and others, at home, school and in the" ], [ "community." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "Aims and Objectives for Sex and Relationship Education" ], "rows": [ [ "The aim of SRE is to provide children with age appropriate information, explore attitudes and values and develop" ], [ "skills in order to empower them to make positive decisions about their health related behaviour. This should take" ], [ "place with consideration and sensitivity towards the qualities of relationships within families." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "To provide the knowledge and information to which all pupils are entitled" ], "rows": [ [ "To challenge, clarify and develop existing knowledge and help gain access to information and support" ], [ "To raise pupils’ self esteem and confidence, especially in their relationships with others" ], [ "To help pupils understand their feelings and behaviour and how they can change as they mature" ], [ "To provide the confidence to value themselves and others and develop skills for a healthier safer lifestyle" ], [ "To respect and care for their bodies" ], [ "To prepare for puberty and adulthood" ], [ "To develop the ability to cope with influences of their peers and the media" ], [ "It is our intention that all children will have the opportunity to experience a programme of SRE at a level" ], [ "which is appropriate for their age and physical development, with differentiated provision if required." ] ], "row_count": 9, "col_count": 1 }, { "headers": [ "The organisation of Sex and Relationship Education" ], "rows": [ [ "Sex and relationship education is delivered through different areas of learning, including science, RE, PSHE and" ], [ "Citizenship, including during P4C." ], [ "Learning could take place as part of a topic, through story time/ circle time and through the daily life of the school" ], [ "community." ], [ "Sex and relationship education is taught by classroom teachers, teaching assistants and outside visitors if appropriate." ], [ "The Year 6 teacher will also deliver additional, age appropriate SRE sessions to year 6 pupils. Sex and relationship" ], [ "education is usually delivered in mixed gender groups, however there may be occasions where single gender groups" ], [ "are more appropriate and relevant." ] ], "row_count": 8, "col_count": 1 }, { "headers": [ "Sex and Relationships Education (SRE) is presented within a framework that stresses personal responsibility, respect for" ], "rows": [ [ "self and others, and the importance of family life. It should be an integral part of the lifelong learning process beginning in" ], [ "early childhood and continuing in adult life." ], [ "It will" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "support pupils through their physical, emotional and moral development." ], "rows": [ [ "give pupils an understanding of their own growth and development and the rates at which changes take place." ], [ "generate an atmosphere where questions about sexuality and reproduction can be asked and answered without" ], [ "embarrassment." ], [ "provide an acceptable vocabulary for all parts of the body." ], [ "make pupils aware of external influences e.g. newspapers, magazines and television, and help them to make sensible" ], [ "judgements in this context." ], [ "foster the development of critical thinking and questioning skills." ], [ "support pupils in the acquisition of skills and understanding they will need." ] ], "row_count": 8, "col_count": 1 }, { "headers": [ "different family groups and friendship." ], "rows": [ [ "Children begin to co-operate with others in work and play and begin to recognise the range of human emotions and ways" ], [ "to deal with them" ], [ "They also learn about personal safety." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "KEY STAGE TWO" ], "rows": [ [ "In science, children build on their knowledge of life cycles and learn about the basic biology of human reproduction." ], [ "In RE, PSHE and Citizenship, they continue to develop an understanding of relationships within a family, between friends" ], [ "and the community and that there are different patterns of friendship. They will develop skills needed to form" ], [ "relationships and to respect other people’s emotions and feelings. Children will consider how to make simple choices and" ], [ "exercise some basic techniques for resisting pressures." ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "‘Changes’ - understanding the physical changes that take place during puberty, why they happen and how to manage" ], "rows": [ [ "them." ], [ "‘How Babies are made and born’ - exploration of how babies are made within the context of a stable, loving" ], [ "relationship. The development of a baby in the womb and how a baby is born is also covered." ], [ "‘Girl Talk/Boy Talk’ - further exploration of physical and emotional changes that take place in both boys and girls" ], [ "during puberty" ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "Parental consultation" ], "rows": [ [ "The school will inform parents of year 6 pupils when their sex and relationship programme will be taught and" ], [ "provide opportunities for parents to discuss concerns and view resources being used." ], [ "Parents have the right to withdraw their children from those aspects of sex and relationship education not included" ], [ "in the Manx Curriculum Science and alternative work would be set." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "Child Protection / Confidentiality" ], "rows": [ [ "Teachers need to be aware that effective sex and relationship education, which brings an understanding of what is" ], [ "and is not acceptable in a relationship, may lead to disclosure of a child protection issue. The staff member will" ], [ "inform the Head Teacher / designated person with responsibility for child protection, in line with the Department of" ], [ "Education and Children procedures for child protection." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "Dealing with difficult questions" ], "rows": [ [ "Ground rules are essential to provide an agreed structure to answering sensitive or difficult questions. Teachers will" ], [ "endeavour to answer questions as honestly as possible, but if faced with a question they do not feel comfortable" ], [ "answering within the classroom, provision would be made to meet the individual child’s needs. For example, a teacher" ], [ "could contact the Physical and Emotional Health Education Officer." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "Foundation Stage\n- Reception", "Myself", "My Family", "My Body", "NSPCC Pants Rule" ], "rows": [ [ "Year 1\nYear 2", "Myself & My\nFamily", "Friendships", "Body Parts & how\nto look after my\nbody", "Choices & Caring" ], [ "Year 3\nYear 4", "Myself - growing\nand changing.\nDifferences", "Family\nDifferences\nGender\nstereotypes", "Body changes &\nhow to look after\nmy body", "Decision making\nPersonal safety" ], [ "Year 5\nYear 6", "Myself - growing\nup, body changes\n(including puberty\nin Year 6)", "Relationships\n(including\nreproduction in\nYear 6)", "Menstruation\neducation\nBody Hygiene", "Building good\nrelationships.\nYour questions\nanswered." ] ], "row_count": 3, "col_count": 5 } ] }, { "case_id": 1922397, "title": "New secondary school in Castletown", "authority": "Department of Education, Sport and Culture", "date_received": "2021-07-26", "outcome": "Upheld - full", "summary": "A request was made for reports, correspondence, design cases, and financial details regarding the proposed new Castle Rushen High School in Castletown. The Department of Education, Sport and Culture disclosed the strategic brief but withheld cost estimates and option appraisals under a commercial interests exemption to protect the upcoming tendering process.", "key_facts": [ "The request was received on 26 July 2021 and the response was issued on 23 September 2021.", "The Department disclosed the Castle Rushen High School (CRHS) strategic brief.", "Cost estimates and option appraisals were withheld to prevent prejudice to the commercial tendering process.", "The Department argued that disclosure could impact the Government's ability to achieve value for money.", "The outcome of the case was upheld as 'full' on 14 March 2022." ], "data_mentioned": [ "26 July 2021", "23 September 2021", "18th Dec 2018", "14 March 2022", "section 30 (2) (b)", "2021/22 budget", "709 pages", "22 documents" ], "exemptions_cited": [ "Section 30 (2) (b) of the Act (Commercial interests)" ], "tables": [ { "headers": [ "Notional 5 form entry", "11-16\n(years 7 – 11)", "", "Post 16\n(years 12 – 13)", "Total", "" ], "rows": [ [ "Student numbers", "750", "", "250", "1,000", "" ], [ "Net areas", "", "", "", "", "" ], [ "Gross areas (GIFA)", "", "", "", "", "" ] ], "row_count": 3, "col_count": 6 }, { "headers": [ "BB98 baseline", "", "Running total" ], "rows": [ [ "SEN", "", "" ], [ "Additional specialist brief", "", "" ], [ "Additional sports/PE brief", "", "" ], [ "Central spaces", "", "" ], [ "Collaboration spaces", "", "" ], [ "BENCHMARK GIFA\nGIFA FROM SOA", "", "" ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "ICT Element", "Funding", "Procurement\nProcess" ], "rows": [ [ "Management Information System (MIS), School office\nequipment e.g. PC, Printer, prior to opening", "DfE Project\nDevelopment\nGrant", "School choice" ], [ "Broadband installation and first year of service in\npermanent and any temporary sites", "DFE Capital\nFunding\nApproval Letter\n(broadband)", "School choice\nafter providing\nDFE with three\nquotes" ], [ "Passive network (cabling)", "DFE Capital\nFunding\nApproval Letter\n(construction)", "DFE to manage\nas part of the\nconstruction\nproject" ], [ "Servers and network equipment", "DFE Capital\nFunding Approval\nLetter (ICT)", "School to procure\npartner supported\nby DFE" ], [ "User devices, classroom AV, software and peripherals", "", "" ], [ "Educational consultancy on ICT and staff training", "", "" ], [ "Initial technical support", "", "" ], [ "Additional costs for moving equipment from any\ntemporary to permanent sites", "", "" ], [ "On-going technical support beyond the initial period", "School Budget\n(Revenue)", "School choice" ], [ "Technical support\nOngoing software licensing\nRenewal and replacement", "School Budget\n(Revenue)", "School choice" ] ], "row_count": 10, "col_count": 3 }, { "headers": [ "End Q219", "DESC/Treasury agreement on scope/budget" ], "rows": [ [ "End Q319", "Design team appointments in place" ], [ "End Q120", "Detailed brief and feasibility scheme; D1 complete. New pitches enabling phase – construction start" ], [ "End Q320", "I1 complete/planning submitted. New pitches enabling phase – construction complete" ], [ "End Q121", "Planning approval" ], [ "End Q221", "Interim I2/1st stage tender" ], [ "End Q321", "New pitches established and playable" ], [ "End Q421", "2nd stage tender. I2 and I3 complete" ], [ "End Q122", "Motion to Tynwald/construction start" ], [ "End Q324", "Phase 1 build complete/new school open" ], [ "End Q325", "Phase 2 demolition/externals/sports facilities completed" ] ], "row_count": 10, "col_count": 2 }, { "headers": [ "", "", "", "", "", "", "", "Prrioiorr too M Mititigigaattioionn", "", "", "", "", "", "Poosstt M Mititigigaattioionn", "", "" ], "rows": [ [ "", "", "RRisiskk", "RRisiskk D Deessccrpipttoionn /", "", "", "", "PPorobbaabbiltiyty", "mImppaacctt", "RRisiskk R Raattningg", "", "AAcctitoionn", "AAcctitoionn", "PProrobbaabbiltiyty", "mImppaacctt", "RRisiskk R Raattningg" ], [ "RRisiskk DID", "Caateteggooryry", "Titiltele", "NNaararatitvivee", "Coonnsseeqquueenncceess R", "Risi k O Owwnnerr", "SSttaattuuss", "1(1 - 5))", "1(1 - 5))", "AAuutotoCCaall", "MMitiitgigaatitnngg A Acctitoionn", "OOwwnneerr", "DDaatete/ /U Uppddaatete P PMM", "1(1 - 5))", "1(1 - 5))", "AuutotoCCaall" ], [ "1", "SSttarateteggcic", 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Set up a Project\naarrattrrahhaattheetthhherre eerttr rrhh t thaatthhhannaaan nppnn prr poopprrovvrroooviidvdvvidieeiiddde eiiee tt i tiaaiit tt ass aa as asa ss a aaa\nExecutive to identify and\nbaabbbassaaeasese ss ellee ii lnn illnlieeiinnneeee", "", "000110001//10011//044//0004//42244//200//2220110001991119999\n01/04/2019", "333333\n3", "333333\n4", "999999\n12" ], [ "222002220000\n21", "SSSttSrrSStaatrttrattrraeeaatteggtteeegiigccggiciiiccc\nStrategic", "SSSttSaaSSttakkttaaakeekkkehheeehoohhholldodooldleellddderresseerrsrrsss\nMasterplan", "stakeholders is not\nDDDeeDDDeffeiieefnnfiaffniiiiintgtnniiitirooiitiettoniniioeoon ndaann ann aaanddnnnd ddd\nccocococncnooonffniinnfrrfimmffriiirmrrmaammattaiiaatootittoniniiooon noonn off o ooff ff\nrroorrollrreoeooleslslle ees asa ss ann aaanddnnnd ddd\nrreerressrrepeespspssooppponnooonssnnnisibbsissbiiiiibllbbiiiltitiiiliiltlieeiitittesisiie ees oso ss off o ooff ff n\nPlanning approval is\nsststsaatsstakkttaaakeekkkehheeehoohhholldodooldleellddderresseerr s rrisi ssss i s iiinsn ss noo nnnotto oott tt\nnot achieved\naaaggaaagrrgeeggrreeerreeeeddeeedddd", "in project delays\nDDDiiDrrDDieeriiireccrreteectciitccootittoniniiooon niinn ss i s iiiusu ss unn uuunccnnnlcleeclccealalleeearra aarr\naaannaaanddnnnd ddddd dee dddecceieecissciccisiioiiosissoniniiooonssnnn s asa ss arr aeeaarre rreee\nnnoonnnotto ootmmt tt m maammaddaaadeeddde,,e ee,rr, ,,ee r ressrreueesususslluttuuliitlnnlltittniggiinnng g\niiPnninri iinpopnn prjr peoopprrcojjrroeetooj jeccjjietesectc tccddtd tt deee dddelllaeaaeelaylyyllaaaysseyyysdsss", "rr\nCCCllCiiCCleeillelniniieeenttnnntttt\ngg\nClient", "OOOppOOOpeepppenneeennnn\nOpen", "444444\n2", "444444\n5", "A\npp\n111661116666\nEE\n10 aa", "agree R&Rs\nAAggAAAgrrgeeggrreeerreeee eaaee a aPPaa PEE PPPEPPEEEP PeePP eaa eeearrallaaryyrlrry l llyiiyy nn i ni iinttnn hh t theetthhhe eee\nEarly engagement with\nprrpoopprrojjrroeeoojjeccjjeteectc..tcc t.tStS. .. See SSSette eetuut tt upp uuup paapp a aPPaa Prr PooPPrrojjrroeeoojjeccjjeteectc tcct tt\nplanners to enusre buy in to\nExxEEExeexxxecceueecucuccttuiiuutvvtittveieiivvve ettee oo t to ttoiioo dd i dieeiidddenneeenttniinntfftiyyttfiiify ffyaayy ann aaanddnnnd ddd\nthe scheme and any\naggaaagrrgeeggrreeerreeee eRRee R&& RRR&RR&&&RssRRRssss\nconcerns (eg rights of light", "", "000110001//10011//044//0004//42244//200//2220110001991119999\n01/04/2019", "333333\n2", "444444\n4", "111221112222\n8" ], [ "222112221111", "SSSttSrrSStaatrttrattrraeeaatteggtteeegiigccggiciiiccc", "MMMaaMMMassaatastseetssterrtteppeerrpllrrpaapplanlnllaaannnn", "PPPllaPaPPlanlnllaaannnnnnniinnnnniniggiinnng gaagg app aaappppppprrpoopprrovvrrooovaavvvall a aalii lssll i s iiis\nnnnoonnnotto ootaat tt acc aahachchcciiheehhieviviieeeveevvveddeeedddd", "ss\nPPPrrPooPPrrojjrroeeoojjeccjjeteectc tcciit sstt i s iiidsd ss dee dddellaeaeelaylyllaaayeeyyyeddeeedddd", "CCCllCiiCCleeillelniniieeenttnnntttt", 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13, "col_count": 2 }, { "headers": [ "Source", "Internal review\nsummary", "Outcome", "Exemptions relied\nupon" ], "rows": [ [ "", "", "", "" ], [ "CRHS Strategic brief", "Some exemptions\noverturned", "CRHS Strategic brief\nre-issued – Treasury\nfigures redacted", "s.30(2)(b), 35(c) – p6\n… Treasury figures\n(See s.1 below)" ], [ "CRHS Strategic brief", "", "Figures that are\ncommercially sensitive\nredacted", "s 30(2)(b) – p121 &\n122, 124, 125, 134 -\n139\n(See s.2 below)" ], [ "CRHS Strategic brief", "", "Names redacted but\nposition indicated eg\nDepartment officer,\nCRHS officer or DOI\nofficer.", "S 35(b) P 149 – 157\n(See s.3 below)" ], [ "Extracts from DESC\ndepartment reports", "Re-collated and\nreviewed", "Extracts document re-\nissued", "s 30(2)(b) …. Treasury\nfigures\n(See s. 1 below)" ], [ "Extracts from DESC\ndepartment monthly\nmeetings", "Re-collated and\nreviewed", "Extracts document re-\nissued", "s 30(2)(b) …. Treasury\nfigures\n(See s. 1 below)" ], [ "Email correspondence\nwith Treasury", "Reviewed and\nreissued – (copies of\nemails 1 and 2). Out\nof scope material\nidentified and\nredacted - This relates\nto other schemes", "Email addresses and\nphone numbers\nredacted", "" ], [ "CRHS Presentation to\nTreasury part 1", "Reviewed and\nreissued. Out of\nscope material\nidentified and\nredacted - This relates\nto other\ndevelopments around\nthe Island", "Part 1 and 2 in one\ndocument unless not\npossible to send due\nto size.", "Material out of scope" ], [ "CRHS Presentation to\nTreasury part 2", "Reviewed and\nreissued. Out of\nscope material\nidentified and\nredacted - This relates\nto other\ndevelopments around\nthe Island.", "", "Material out of scope" ], [ "CRHS redevelopment\nbusiness case", "Reviewed and\nreissued.", "Treasury figures\nredacted and\nsignatures redacted", "s 30(2)(b) …. Treasury\nfigures\n(See s. 1 below)\nS. 25 for signatures" ] ], "row_count": 10, "col_count": 4 }, { "headers": [ "Source", "Internal review\nsummary", "Outcome", "Exemptions relied\nupon" ], "rows": [ [ "CRHS financial\nexpenditure to\n31/07/2021", "Reviewed – these\nfigures do not include\nschool field\nredevelopment", "No action taken", "" ], [ "CRHS Internal Block\nPlan First & ground\nfloor", "New document", "", "No exemptions\napplied" ], [ "Ap03", "New document", "Mobile phone number\nredacted", "" ], [ "ap06d", "New document", "Mobile phone number\nredacted", "" ], [ "App A – suitability\nreport", "New document", "Security info redacted", "s. 32 LED\n(see s. 4 below)" ], [ "App B - Internal report", "New document", "", "No exemptions\napplied" ], [ "App C", "New document", "", "No exemptions\napplied" ], [ "App D", "New document", "Security info redacted", "s. 32 LED\n(see s. 4 below)" ], [ "App E - Structural\nreport", "New document", "Signatures redacted", "s. 25" ], [ "App E - Structural\nreport – drawings 001\nto 004", "New documents", "", "No exemptions\napplied" ], [ "App F - Civil and\nStructural works\nreport", "New document", "Signatures redacted", "s. 25" ], [ "App F - Civil and\nStructural works\nreport - drawing 005\nto 009", "New documents", "", "No exemptions\napplied" ], [ "App G - CDM\ncompliance report", "New document", "Security info redacted", "s. 32 LED\n(see s. 4 below)" ], [ "App H - CRHS Business\nCase Option Costs\n210617", "New document", "Treasury figures\nredacted", "s. 30(2)(b) …. Treasury\nfigures\n(See s. 1 below)" ], [ "App I - Maintenance\nand Energy Cost\nforecast", "New document", "Treasury figures\nredacted", "s. 30(2)(b) …. Treasury\nfigures\n(See s. 1 below)" ], [ "App I - Maintenance\nand Energy Cost\nforecast_MASTER\ndocument", "New document", "Treasury figures\nredacted", "s. 30(2)(b) …. Treasury\nfigures\n(See s. 1 below)" ], [ "ns04b", "New document", "Mobile phone number\nredacted", "" ], [ "Phases-2017b", "New document", "Mobile phone number\nredacted", "" ] ], "row_count": 18, "col_count": 4 }, { "headers": [ "For disclosure", "Weight", "Against disclosure", "Weight" ], "rows": [ [ "Transparency – Disclosure of the\ninformation would support\ntransparency and promote\nopenness and accountability to the\ngeneral public in relation to\nproposed funding for the\ndevelopment of a new Castle\nRushen High School.", "5", "Treasury policy from 2007 is to\nkeep the budgeted level of\nfunding redacted until funding is\nagreed by Tynwald", "5" ], [ "Releasing the information would\nindicate the level of funding\nproposed to support the building\nof a new school for CRHS by\nTreasury.", "5", "Disclosing the information would\nprejudice the tendering process in\nterms of potential collusion prior\nto the tendering exercise and\npotential bids received from\ncontractors and this could put\nsome contractors at an unfair\nadvantage, and others at a\ndisadvantage.", "5" ], [ "Disclosure would facilitate public\ndebate about the level of funding\nthat should be considered for a\nnew school", "4", "The costs of capital programme\nfuture schemes within the Isle of\nMan\nGovernment’s 2021/22 budget\nhave not been released.\nDisclosure may set a precedent\nfor estimated costings to be\ndisclosed by Government pre-\ntender exercise. The cumulative\nimpact of this on Government’s\nability to achieve value for money\nwhen purchasing services could\nbe substantial and this would not\nbe in the public interest.", "5" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "For disclosure", "Weight", "Against disclosure", "Weight" ], "rows": [ [ "Transparency – Disclosure of the\ninformation would support\ntransparency and promote\nopenness and accountability to the\ngeneral public in relation to\nproposed funding for the\ndevelopment of a new Castle\nRushen High School.", "5", "DESC have been advised that\nthese figures are commercially\nsensitive and should not be\nshared in the public domain", "5" ], [ "Enables a comparison of monies\nincurred in relation to schools\nelsewhere with what is proposed", "5", "Disclosure of the figures would\nundermine the relationship of\nDESC with Turner and\nTownsend", "4" ], [ "", "", "Disclosure undermines trust\nwith Turner and Townsend and\nwith the schools that allowed\nDESC officials to visit and\nreview what they saw", "3" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "For disclosure", "Weight", "Against disclosure", "Weight" ], "rows": [ [ "Transparency – Disclosure of the\ninformation (names / initials)\nwould support transparency and\npromote openness and\naccountability to the general\npublic in relation to discussion\naround aspects of the new Castle\nRushen High School and views\nabout some of the schools visited.", "5", "Disclosure may inhibit future\ndiscussion and willingness to\nexpress views, with people being\nguarded in what they say.", "5" ], [ "Releasing the information would\nindicate who had said what and\nwhat their views are.", "4", "Particular criticism may be\nlevelled against particular\nindividuals for what they may\nhave said or think.", "3" ], [ "", "", "Disclosure may affect views\nabout named individuals being\nable to revisit particular schools\nor facilities", "2" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "Total", "9", "Total", "10" ] ], "row_count": 6, "col_count": 4 }, { "headers": [ "Spaces", "", "Direct Impact on Education", "", "", "", "", "", "", "", "", "H & S/\nSecurity", "", "", "Disabled\nAccess", "", "Comments" ], "rows": [ [ "", "", "Typ", "", "", "", "", "Category", "", "", "", "", "", "", "", "", "" ], [ "euqinU\nmooR\nfeR", "noitangiseD\nmooR edoC", "epahS/eziS", "tnemnorivnE", "noitacoL", "erutinruF\ndexiF", "erutcurtsarfnI\nTCI", "A", "B", "C", "D", "hgiH", "muideM", "woL", "seY", "oN", "" ], [ "Entrance", "", "1", "", "", "", "", "", "", "", "", "", "", "", "", "", "Area used for several purposes creating a congested feel to the space." ], [ "", "", "", "2", "", "", "", "", "", "", "", "", "", "", "", "", "Automatic doors do not ameliorate the effect of the wind entering the building." ], [ "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "Deliveries are made through the main entrance. 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Queuing requires supervision." ], [ "", "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "Congested area – risk of injury." ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "Wheelchair accessible but constrained space." ] ], "row_count": 16, "col_count": 17 }, { "headers": [ "Spaces", "", "Direct Impact on Education", "", "", "", "", "", "", "", "", "H & S/\nSecurity", "", "", "Disabled\nAccess", "", "Comments" ], "rows": [ [ "", "", "Type", "", "", "", "", "Category", "", "", "", "", "", "", "", "", "" ], [ "loohcS mooR\nfer", "tessA\nmooR edoC", "epahS/eziS", "tnemnorivnE", "noitacoL", "erutinruF\ndexiF", "erutcurtsarfnI\nTCI", "A", "B", "C", "D", "hgiH", "muideM", "woL", "seY", "oN", "" ], [ "Office", "R155", "1", "", "", "", "", "", "", "", "", "", "", "", "", "", "Small office for site manager and assistant." ], [ "", "", "", "1", "", "", "", "", "", "", "", "", "", "", "", "", "No natural light" ], [ "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "1", "", "", "", "", "", "", "", "", "", "Lack of data and power outlets" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "Narrow door does not comply with current requirements re wheelchair access." ] ], "row_count": 9, "col_count": 17 }, { "headers": [ "Zone", "" ], "rows": [ [ "", "" ], [ "1 – Entrance area", "Lack of visual ‘presence’ and gravitas." ], [ "2 – Admin area", "A mix of single and two storey flat and pitched roof structures,\nvaguely ‘Art Deco’ in style. Centrally located offices and service\naccommodation." ], [ "3 – Kitchen/dining/hall", "Centrally located facility but location close to main entrance\ncauses congestion at break and lunch times. Combined area of hall\nand dining area just sufficient to deal with in excess of 700 meals\nat lunch time. No adequate storage space for tables and chairs\nwhen not in use." ], [ "4 – English, maths\nand science", "Two storey brick structure with pitched slated roof. Maths and\nEnglish classrooms generally below acceptable area for class sizes.\nScience classrooms on first floor generally closer to minimum area\nrequired for class sizes.\nCorridors feeding these rooms well below acceptable width." ], [ "5 – Humanities", "Humanities subjects relatively closely grouped but without\nsufficient classrooms for all teachers. Geography classrooms\ngenerously sized and linked by a folding partition." ], [ "6 – Languages", "Single storey masonry construction under a tiled pitched roof.\nDead end location." ], [ "7 – PE", "Remotely located facility housed in a mix of old military\naccommodation and newer sports hall. Changing and gymnasium\nfacilities are well below standard." ], [ "8 – D&T/Art", "Main portion of department housed within Vic Hallam Derwent\nSystem modular timber framed single storey building which allows\na significant level of flexibility in layout but which suffers from a\nlack of environmental control and age related decay.\nThe structure was built in the late 1950’s with an expected life\nspan of xx years.\nWheelchair access by way of small platform lift adjacent to\ninterface with Hall.\nRemainder of department housed in single storey flat roofed\nstructure." ], [ "9 – Library/6th form", "‘Lightweight’ interjection into former open quad. Completed in\n2000? Very poor environmental conditions and acoustics due to\ninappropriate roof covering." ] ], "row_count": 10, "col_count": 2 }, { "headers": [ "A ‐1 East 1", "", "", "", "", "Single Story Wall Elevation partly above A‐7", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "1", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "1", "East", "1", "Wall", "Cover", "Dash", "", "C", "1", "", "Cracks in several areas including some >3mm", "", "" ], [ "A", "1", "East", "1", "Wall", "Doorways", "Rendered", "", "C", "1", "", "Cracks in several areas including some >3mm. Poor finishes\nand no mastic seal around the frame", "", "" ], [ "A", "1", "East", "1", "Wall", "Doors", "Timber", "", "A", "3", "", "", "", "" ], [ "A", "1", "East", "1", "Wall", "Screens", "Timber", "", "A", "3", "", "", "", "" ], [ "A", "1", "East", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "A", "1", "East", "1", "Wall", "Penetrations", "Services", "", "A", "3", "", "", "", "" ], [ "A", "1", "East", "1", "Wall", "Fixings", "Services", "", "C", "2", "", "Corrosion evident to brackets and fixings", "", "" ], [ "A", "1", "East", "1", "Wall", "Pathways", "Macadam", "", "A", "3", "", "", "", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "A ‐1 North 1", "", "", "", "", "Single Story Wall Elevation (Painted)", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "1", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "1", "North", "1", "Wall", "Cover", "Rendered", "", "A", "3", "", "", "", "" ], [ "A", "1", "North", "1", "Wall", "Window Apertures", "Concrete", "", "C", "2", "", "Local area of spalling on the precast concrete", "", "" ], [ "A", "1", "North", "1", "Wall", "Window Apertures", "Rendered", "", "A", "3", "", "", "", "" ], [ "A", "1", "North", "1", "Wall", "Windows", "Timber", "", "A", "2", "", "", "", "" ], [ "A", "1", "North", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "A", "1", "North", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "A", "1", "North", "1", "Wall", "Fixings", "Proprietary", "", "D", "1", "", "Sign fixings are failing sign is falling off the wall", "Yes", "" ], [ "A", "1", "North", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ], [ "A", "1", "North", "1", "Wall", "Penetrations", "Timber", "", "C", "3", "", "Timber louver grille has corroding fixings", "", "" ], [ "A", "1", "North", "1", "Wall", "Penetrations", "Services", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "A ‐1 Roof 1", "", "", "", "", "Flat Roof abutting A‐4 and joining A‐2, A‐5 Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "1", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "1", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "C", "3", "", "Repairs are visible", "", "" ], [ "A", "1", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "B", "3", "", "Wear and tear", "", "" ], [ "A", "1", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "C", "2", "", "Corrosion evident to the fixings", "", "" ], [ "A", "1", "Roof", "1", "Roof", "Soffit", "Concrete", "", "B", "2", "", "Corrosion and spalling concrete locally", "", "" ], [ "A", "1", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "A", "1", "Roof", "1", "Roof", "Parapets", "Mineral Felt", "", "C", "3", "", "Wear and tear", "", "" ], [ "A", "1", "Roof", "1", "Roof", "Flashing", "Copper", "", "D", "3", "", "Copper flashings are deteriorated and breaking up in places", "", "" ], [ "A", "1", "Roof", "1", "Roof", "Fixings", "Services", "", "D", "3", "", "Service pipe cover and insulation is deformed and insulation\nvalues have been deteriorated", "", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "A ‐2 North 1", "", "", "", "", "Single Story Wall Elevation (Face Brick)", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "2", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "2", "North", "1", "Wall", "Cover", "Brick", "", "A", "3", "", "", "", "" ], [ "A", "2", "North", "1", "Wall", "Window Apertures", "Brick", "", "C", "2", "", "Sections of mastic missing and incomplete", "Yes", "" ], [ "A", "2", "North", "1", "Wall", "Windows", "UPVC", "", "B", "2", "", "Mastic is breaking down", "", "" ], [ "A", "2", "North", "1", "Wall", "Sills", "Concrete", "", "C", "3", "", "Damage to one sill unit", "", "" ], [ "A", "2", "North", "1", "Wall", "Fixings", "Proprietary", "", "C", "3", "", "Lights and school signage with heavy corrosion to some\nfittings and fixtures", "Yes", "" ], [ "A", "2", "North", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "General wear and tear", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "A ‐2 North 2", "", "", "", "", "Single Story Wall Elevation (Timber Cladding)", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "2", "North", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "2", "North", "2", "Wall", "Cover", "Timber", "", "A", "3", "", "", "", "" ], [ "A", "2", "North", "2", "Wall", "Doorways", "Timber", "", "A", "3", "", "", "", "" ], [ "A", "2", "North", "2", "Wall", "Doors", "Aluminium", "", "A", "3", "", "", "", "" ], [ "A", "2", "North", "2", "Wall", "Screens", "Aluminium", "", "A", "3", "", "", "", "" ], [ "A", "2", "North", "2", "Wall", "RWP Downpipes", "UPVC", "", "A", "3", "", "", "", "" ], [ "A", "2", "North", "2", "Wall", "Pathways", "Slabs", "", "B", "3", "", "General wear and tear", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "A ‐2 Roof 1", "", "", "", "", "Flat Roof abutting K‐2 & K‐4, A‐3 & A‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "2", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "2", "Roof", "1", "Roof", "Cover", "GRP", "", "B", "2", "", "Deterioration is evident and detritus is building up", "", "" ], [ "A", "2", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "B", "2", "", "General wear and tear", "", "" ], [ "A", "2", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "C", "2", "", "Corrosion evident to the fixings", "", "" ], [ "A", "2", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "A", "2", "Roof", "1", "Roof", "Fixings", "Services", "", "D", "3", "", "Service pipe cover and insulation is deformed and insulation\nvalues have been deteriorated", "", "" ], [ "A", "2", "Roof", "1", "Roof", "Flashing", "Copper", "", "D", "3", "", "Copper flashings are deteriorated and breaking up in places", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "A ‐3 South 1", "", "", "", "", "Rooftop Wall Elevation above A‐5, B‐3 and below A‐4 South 1", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "3", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "3", "South", "1", "Wall", "Cover", "Rendered", "", "B", "2", "", "General wear and tear", "", "" ], [ "A", "3", "South", "1", "Wall", "Window Apertures", "Concrete", "", "B", "3", "", "General wear and tear", "", "" ], [ "A", "3", "South", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "A", "3", "South", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "A", "3", "South", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "A", "3", "South", "1", "Wall", "Fixings", "Services", "", "B", "3", "", "General wear and tear", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "A ‐3 North 1", "", "", "", "", "Rooftop Wall Elevation above A‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "3", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "3", "North", "1", "Wall", "Cover", "Rendered", "", "B", "3", "", "Painted over, some patching prior to painting has been\nundertaken", "", "" ], [ "A", "3", "North", "1", "Wall", "Window Apertures", "Concrete", "", "D", "1", "", "Corroding reinforcement and spalling concrete on the lintels", "Yes", "" ], [ "A", "3", "North", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "A", "3", "North", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "A", "3", "North", "1", "Wall", "Penetrations", "Plastic", "", "B", "3", "", "Vents", "", "" ], [ "A", "3", "North", "1", "Wall", "Penetrations", "Metal", "", "B", "3", "", "Grilles", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "A ‐3 West 1", "", "", "", "", "Rooftop Wall Elevation above A‐2 & K‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "3", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "3", "West", "1", "Wall", "Cover", "Rendered", "", "B", "3", "", "A few fixing holes exposed", "", "" ], [ "A", "3", "West", "1", "Wall", "Window Apertures", "Concrete", "", "A", "3", "", "", "", "" ], [ "A", "3", "West", "1", "Wall", "Windows", "UPVC", "", "A", "2", "", "", "", "" ], [ "A", "3", "West", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "A", "3", "West", "1", "Wall", "Fixings", "Services", "", "C", "2", "", "Corrosion to fixings", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "A ‐3 Roof 1", "", "", "", "", "Flat Roof abutting A‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "3", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "3", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "B", "2", "", "Lichen present and general wear and tear", "", "" ], [ "A", "3", "Roof", "1", "Roof", "RWP Guttering", "Mineral Felt", "", "B", "2", "", "Lichen present and general wear and tear", "", "" ], [ "A", "3", "Roof", "1", "Roof", "Eaves/Fascia", "Concrete", "", "A", "2", "", "", "", "" ], [ "A", "3", "Roof", "1", "Roof", "Soffit", "Concrete", "", "D", "1", "", "Corroding reinforcement and spalling concrete", "", "" ], [ "A", "3", "Roof", "1", "Roof", "Side Abutment", "Copper", "", "C", "2", "", "Copper flashings are aged and have lifted", "", "" ], [ "A", "3", "Roof", "1", "Roof", "Penetrations", "Services", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "A ‐4 South 1", "", "", "", "", "Rooftop Wall Elevation High level above A‐3 South 1 Wall", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "4", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "4", "South", "1", "Wall", "Cover", "Rendered", "70%", "B", "3", "", "Painted over, some patching prior to painting has been\nundertaken", "", "" ], [ "A", "4", "South", "1", "Wall", "Cover", "Brick", "30%", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water.", "", "" ], [ "A", "4", "South", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "A", "4", "South", "1", "Wall", "Parapets", "Brick", "", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water.", "", "" ], [ "A", "4", "South", "1", "Wall", "Fixings", "Proprietary", "", "B", "2", "", "Solar Heating panel", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "A ‐4 East 1", "", "", "", "", "Rooftop Wall Elevation above A‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "4", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "4", "East", "1", "Wall", "Cover", "Rendered", "80%", "B", "3", "", "Painted over, some patching prior to painting has been\nundertaken", "", "" ], [ "A", "4", "East", "1", "Wall", "Cover", "Brick", "20%", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water.", "", "" ], [ "A", "4", "East", "1", "Wall", "Window Apertures", "Concrete", "", "D", "2", "", "Corroding reinforcement and spalling concrete on the lintels", "", "" ], [ "A", "4", "East", "1", "Wall", "Window Apertures", "Concrete", "", "B", "2", "", "Mastic around the frames is shrinking and cracking", "Yes", "" ], [ "A", "4", "East", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "A", "4", "East", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "A", "4", "East", "1", "Wall", "Parapets", "Brick", "", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water.", "", "" ], [ "A", "4", "East", "1", "Wall", "Penetrations", "Services", "", "A", "2", "", "", "", "" ], [ "A", "4", "East", "1", "Wall", "Capping", "Concrete", "", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water.", "", "" ], [ "A", "4", "East", "1", "Wall", "SVP", "Plastic", "", "A", "2", "", "", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "A ‐4 North 1", "", "", "", "", "Rooftop Wall Elevation above A‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "4", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "4", "North", "1", "Wall", "Cover", "Rendered", "80%", "B", "3", "", "Painted over, some patching prior to painting has been\nundertaken", "", "" ], [ "A", "4", "North", "1", "Wall", "Cover", "Brick", "15%", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water.", "", "" ], [ "A", "4", "North", "1", "Wall", "Cover", "Timber", "5%", "B", "3", "", "Lead dressed over sill, Mastic around the frames is shrinking\nand cracking", "", "" ], [ "A", "4", "North", "1", "Wall", "Window Apertures", "Concrete", "", "B", "3", "", "Lead dressed over sill, Mastic around the frames is shrinking\nand cracking", "", "" ], [ "A", "4", "North", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "A", "4", "North", "1", "Wall", "Sills", "Concrete", "", "B", "2", "", "Lead has been dressed over the sills, mastic to the ends is\nstarting to crack and shrink back leaving openings", "", "" ], [ "A", "4", "North", "1", "Wall", "Parapets", "Brick", "", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water.", "", "" ], [ "A", "4", "North", "1", "Wall", "Penetrations", "Services", "", "B", "3", "", "Openings are not sealed and access is difficult adjacent to the\nservices", "", "" ], [ "A", "4", "North", "1", "Wall", "Capping", "Concrete", "", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water.", "", "" ], [ "A", "4", "North", "1", "Wall", "Fixings", "Proprietary", "", "B", "2", "", "Clock face and electrical boxes", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "A ‐4 West 1", "", "", "", "", "Rooftop Wall Elevation above A‐3", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "4", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "4", "West", "1", "Wall", "Cover", "Rendered", "75%", "A", "3", "", "", "", "" ], [ "A", "4", "West", "1", "Wall", "Cover", "Brick", "25%", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water.", "", "" ], [ "A", "4", "West", "1", "Wall", "Doorways", "Rendered", "", "A", "3", "", "", "", "" ], [ "A", "4", "West", "1", "Wall", "Doors", "Timber", "", "D", "2", "", "Plywood door is aged", "", "" ], [ "A", "4", "West", "1", "Wall", "Fixings", "Services", "", "A", "2", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "A ‐4 Roof 1", "", "", "", "", "Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "4", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "4", "Roof", "1", "Roof", "Cover", "GRP", "", "B", "3", "", "Detritus build‐up", "", "" ], [ "A", "4", "Roof", "1", "Roof", "Flashing", "Copper", "", "C", "2", "", "Copper flashings are aged and are lifting", "", "" ], [ "A", "4", "Roof", "1", "Roof", "Parapets", "Concrete", "", "B", "3", "", "Corners have broke of parapet copings on places", "", "" ], [ "A", "4", "Roof", "1", "Roof", "Chimney", "Brick", "", "D", "1", "", "There is a large crack >10mm to the brickwork on the roof\nside of the stack", "", "" ], [ "A", "4", "Roof", "1", "Roof", "RWP Guttering", "GRP", "", "C", "2", "", "There is detritus building up on the rood and in the GRP\nchannel guttering", "", "" ], [ "A", "4", "Roof", "1", "Roof", "Roof Terminals", "Metal", "", "D", "1", "", "Weather cowl is missing from one flue", "Yes", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "A ‐5 South 1", "", "", "", "", "Single Story Wall Elevation in Courtyard", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "5", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "5", "South", "1", "Wall", "Cover", "Brick", "50%", "A", "3", "", "", "", "" ], [ "A", "5", "South", "1", "Wall", "Cover", "Dash", "50%", "C", "2", "", "cracks are present in numerous areas including continuous\nvertical cracking adjacent to the external corner section", "", "" ], [ "A", "5", "South", "1", "Wall", "Window Apertures", "Concrete", "", "B", "3", "", "Reveals are contaminates with old adhesive for plating to\nprevious window installation", "", "" ], [ "A", "5", "South", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "A", "5", "South", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "A", "5", "South", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "A", "5", "South", "1", "Wall", "Fixings", "Services", "", "D", "2", "", "Horizontal steel conduit along the wall below the eaves is\ncorroding badly", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "A ‐5 Roof 1", "", "", "", "", "Flat Roof abutting A‐3, A‐4, A‐6, B‐3 and joining A‐1, H‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "5", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "5", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "B", "2", "", "50% covering has been relayed", "", "" ], [ "A", "5", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "B", "2", "", "Paint is beginning to age and start delaminate in small areas", "", "" ], [ "A", "5", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "C", "2", "", "Soffit is aged and discoloured, with some corrosion to fixings", "", "" ], [ "A", "5", "Roof", "1", "Roof", "Flashing", "Lead", "", "B", "2", "", "There are no flashings installed to the low levels windows on\nthe South elevation rooftop", "", "" ], [ "A", "5", "Roof", "1", "Roof", "Parapets", "Mineral Felt", "", "B", "2", "", "Wear & tear", "", "" ], [ "A", "5", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "A ‐6 South 1", "", "", "", "", "Rooftop Wall Elevation above H‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "6", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "6", "South", "1", "Wall", "Cover", "Dash", "", "C", "3", "", "General discolouration to the dash finish", "", "" ], [ "A", "6", "South", "1", "Wall", "Window Apertures", "Rendered", "", "C", "3", "", "Reveals have not been made good and sealed around the\nreplacement window sills", "", "" ], [ "A", "6", "South", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "A", "6", "South", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "A ‐6 East 1", "", "", "", "", "Two Story Wall Elevation partly above H‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "6", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "6", "East", "1", "Wall", "Cover", "Dash", "", "C", "3", "", "Some cracking is evident to the dash in places. The dash layer\nis showing signs at some openings of delamination starting to\noccur", "", "" ], [ "A", "6", "East", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "A", "6", "East", "1", "Wall", "Window Apertures", "Rendered", "", "C", "3", "", "Mastic is splitting and de‐bonding in small sections around\nframes", "", "" ], [ "A", "6", "East", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "A", "6", "East", "1", "Wall", "Fixings", "Proprietary", "", "C", "3", "", "Grille installed has not been sealed around the perimeter", "Yes", "" ], [ "A", "6", "East", "1", "Wall", "Pathways", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "A ‐6 North 1", "", "", "", "", "Two Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "6", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "6", "North", "1", "Wall", "Cover", "Dash", "80%", "B", "3", "", "Minor damage to dash locally. General discolouration to the\ndash finish", "", "" ], [ "A", "6", "North", "1", "Wall", "Cover", "Brick", "20%", "A", "3", "", "", "", "" ], [ "A", "6", "North", "1", "Wall", "Window Apertures", "Rendered", "", "D", "2", "", "Heavy corrosion to the metal lintels above the window", "", "" ], [ "A", "6", "North", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "A", "6", "North", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "A", "6", "North", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "A", "6", "North", "1", "Wall", "Fixings", "Proprietary", "", "B", "3", "", "School bell, light, signage", "", "" ], [ "A", "6", "North", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "A ‐6 West 1", "", "", "", "", "Two Story Wall Elevation above A‐7 & A‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "6", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "6", "West", "1", "Wall", "Cover", "Dash", "", "B", "3", "", "General discolouration to the dash finish", "", "" ], [ "A", "6", "West", "1", "Wall", "Window Apertures", "Rendered", "", "A", "3", "", "", "", "" ], [ "A", "6", "West", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "A", "6", "West", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "A", "6", "West", "1", "Wall", "RWP Downpipes", "Aluminium", "", "A", "3", "", "", "", "" ], [ "A", "6", "West", "1", "Wall", "Fixings", "Proprietary", "", "B", "3", "", "Light fitting", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "A ‐6 Roof 1", "", "", "", "", "Roof Pitched", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "6", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "6", "Roof", "1", "Roof", "Cover", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ], [ "A", "6", "Roof", "1", "Roof", "Ridge", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ], [ "A", "6", "Roof", "1", "Roof", "Hip", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ], [ "A", "6", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "C", "3", "", "Some local delamination of paint from the fascia board", "", "" ], [ "A", "6", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "D", "1", "", "Metal vent covers are corroded and deteriorating badly", "", "" ], [ "A", "6", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "A ‐7 North 1", "", "", "", "", "Single Story Wall Elevation (Small)", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "7", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "7", "North", "1", "Wall", "Doors", "Timber", "", "B", "2", "", "Wear and tear", "", "" ], [ "A", "7", "North", "1", "Wall", "Windows", "Timber", "", "B", "2", "", "Wear and tear", "", "" ], [ "A", "7", "North", "1", "Wall", "Fixings", "Proprietary", "", "C", "2", "", "Redundant box dangling from installation cable", "Yes", "" ], [ "A", "7", "North", "1", "Wall", "Pathways", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "A ‐7 Roof 1", "", "", "", "", "Roof Flat abutting A‐6 & A‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "A", "7", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "A", "7", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "B", "2", "", "Wear and tear", "", "" ], [ "A", "7", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "B", "2", "", "Wear and tear", "", "" ], [ "A", "7", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "A", "7", "Roof", "1", "Roof", "Flashing", "Lead", "", "C", "2", "", "Lead flashing is not installed to the short south section and\nnot likely to be chased in on the west side because access\naround services and eaves", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "B‐1 South 1", "", "", "", "", "Two Story Wall Elevation (Left Side as viewed including Balcony)", "", "", "", "", "", "", "", "" ], "rows": [ [ "B", "1", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "B", "1", "South", "1", "Wall", "Cover", "Brick", "30%", "C", "3", "", "Continuous vertical crack to the corner adjacent to B‐2", "", "" ], [ "B", "1", "South", "1", "Wall", "Cover", "Dash", "30%", "C", "3", "", "Cracking and spalling to the panels between windows, some\nremedial have been undertaken to 1FL", "", "" ], [ "B", "1", "South", "1", "Wall", "Cover", "Rendered", "30%", "C", "3", "", "Cracking to rendering in numerous areas, and damage to\nareas including along the bell cast molding. There is some\nspalling to the render band below DPC", "", "" ], [ "B", "1", "South", "1", "Wall", "Cover", "Concrete", "10%", "C", "3", "", "Cracking and spalling to vertical and horizontal structural\nmembers, corrosion is visible to the underside of the\nhorizontal members in several places", "", "" ], [ "B", "1", "South", "1", "Wall", "Window Apertures", "Concrete", "", "C", "3", "", "Cracking and spalling to vertical and horizontal structural\nmembers, corrosion is visible to the underside of the\nhorizontal members in several places", "", "" ], [ "B", "1", "South", "1", "Wall", "Windows", "UPVC", "", "B", "2", "", "Wear and Tear", "", "" ], [ "B", "1", "South", "1", "Wall", "Sills", "Concrete", "", "C", "3", "", "Cracking and spalling to vertical and horizontal structural\nmembers, corrosion is visible to the underside of the\nhorizontal members in several places", "", "" ], [ "B", "1", "South", "1", "Wall", "Doorways", "Brick", "", "C", "3", "", "Wear and Tear", "", "" ], [ "B", "1", "South", "1", "Wall", "Doors", "Metal", "", "C", "2", "", "Door closer is not suitably connected", "Yes", "" ], [ "B", "1", "South", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "B", "1", "South", "1", "Wall", "SVP", "Plastic", "", "C", "3", "", "There are support brackets missing. Bird cage is not installed\nto the top of the pipe", "", "" ], [ "B", "1", "South", "1", "Wall", "SVP", "Aluminium", "", "C", "3", "", "There are support brackets missing", "", "" ], [ "B", "1", "South", "1", "Wall", "Penetrations", "Plastic", "", "C", "2", "", "Redundant plastic pipes have been cut off and foam filled,\nleaving open to the weather and water ingress", "", "" ], [ "B", "1", "South", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and Tear", "", "" ], [ "B", "1", "South", "1", "Balcony", "Fixings", "Services", "", "C", "2", "", "Lightning conductor straps are severely corroding/oxidising", "", "" ], [ "B", "1", "South", "1", "Balcony", "Cover", "Mineral Felt", "", "C", "2", "", "Wear and Tear", "", "" ], [ "B", "1", "South", "1", "Balcony", "Eaves/Fascia", "UPVC", "", "B", "1", "", "Wear and Tear", "", "" ], [ "B", "1", "South", "1", "Balcony", "Soffit", "Soffit Brd", "", "C", "1", "", "Soffit has delaminated paint and corrosion at the fixings", "", "" ], [ "B", "1", "South", "1", "Balcony", "Top Abutment", "Lead", "", "C", "2", "", "Cover flashing is missing from the side/soffit, open mortar\njoints are exposed to the weather and rain", "", "" ], [ "B", "1", "South", "1", "Balcony", "Railing", "Metal", "", "D", "1", "", "Railing to the balcony is severely corroded along with its\nfixing points", "", "" ], [ "B", "1", "South", "1", "Balcony", "Posts", "Metal", "", "C", "1", "", "Structural posts have corrosion beading through the paint\nfinishes", "", "" ] ], "row_count": 22, "col_count": 14 }, { "headers": [ "B‐1 South 2", "", "", "", "", "Two Story Wall Elevation (Right Side as viewed)", "", "", "", "", "", "", "", "" ], "rows": [ [ "B", "1", "South", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "B", "1", "South", "2", "Wall", "Cover", "Dash", "90%", "C", "3", "", "There are holes in the covering from redundant fixing\nlocations", "", "" ], [ "B", "1", "South", "2", "Wall", "Cover", "Concrete", "10%", "C", "3", "", "Cracking and spalling to vertical and horizontal structural\nmembers, corrosion is visible to the underside of the\nhorizontal members in several places", "", "" ], [ "B", "1", "South", "2", "Wall", "Window Apertures", "Concrete", "", "C", "3", "", "Cracking and spalling to vertical and horizontal structural\nmembers, corrosion is visible to the underside of the\nhorizontal members in several places", "", "" ], [ "B", "1", "South", "2", "Wall", "Windows", "UPVC", "", "B", "2", "", "Wear and Tear", "", "" ], [ "B", "1", "South", "2", "Wall", "Sills", "Concrete", "", "C", "3", "", "Cracking and spalling to vertical and horizontal structural\nmembers, corrosion is visible to the underside of the\nhorizontal members in several places", "", "" ], [ "B", "1", "South", "2", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured and fixings are corroding", "", "" ], [ "B", "1", "South", "2", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and Tear", "", "" ], [ "B", "1", "South", "2", "Wall", "Ramps", "Concrete", "", "B", "3", "", "Wear and Tear", "", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "B‐1 East 1", "", "", "", "", "Two Story Wall Elevation in 2 courtyards and partly above E‐3, E‐6 & A‐5", "", "", "", "", "", "", "", "" ], "rows": [ [ "B", "1", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "B", "1", "East", "1", "Wall", "Cover", "Dash", "90%", "B", "3", "", "Cracking underneath the ground floor sill in small courtyard", "", "" ], [ "B", "1", "East", "1", "Wall", "Window Apertures", "Concrete", "10%", "C", "1", "", "Cracking and spalling to vertical and horizontal structural\nmembers, corrosion is visible to the underside of the\nhorizontal members in several places, some remedial works\nhave been undertaken. There is old discoloration/mastic\nremnants for plates fitted around the window locations", "", "" ], [ "B", "1", "East", "1", "Wall", "Windows", "UPVC", "", "C", "2", "", "Corrosion staining is visible from the weep holes in the UPVC\nunits suggests corrosion of the subframe and of fixings", "", "" ], [ "B", "1", "East", "1", "Wall", "Windows", "Timber", "", "D", "2", "", "Timber frames are starting to deteriorate", "", "" ], [ "B", "1", "East", "1", "Wall", "Sills", "Concrete", "", "C", "2", "", "Cracking and spalling to vertical and horizontal structural\nmembers, corrosion is visible to the underside of the\nhorizontal members in several places, some remedial works\nhave been undertaken. There is old discoloration/mastic\nremnants for plates fitted around the window locations", "", "" ], [ "B", "1", "East", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "2", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "B", "1", "East", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "2", "", "Wear and Tear", "", "" ], [ "B", "1", "East", "1", "Wall", "SVP", "Plastic", "", "C", "2", "", "Wear and Tear", "", "" ], [ "B", "1", "East", "1", "Wall", "Fixings", "Services", "", "C", "3", "", "Gas pipe. Power cables in small courtyard adjacent to A‐5\nSouth 1", "", "" ], [ "B", "1", "East", "1", "Wall", "Fixings", "Services", "", "C", "3", "", "TV aerial post is corroded", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "B‐1 North 1", "", "", "", "", "Rooftop Wall Elevation above J‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "B", "1", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "B", "1", "North", "1", "Wall", "Cover", "Concrete", "90%", "D", "1", "", "Corroding sections of reinforcement has resulted in large\nsection of spalling concrete to one column", "", "" ], [ "B", "1", "North", "1", "Wall", "Cover", "Rendered", "10%", "D", "1", "", "There is a continuous vertical crack off the corner adjacent to\nB‐2 (recessed wall section)", "", "" ], [ "B", "1", "North", "1", "Wall", "Window Apertures", "Concrete", "", "A", "3", "", "", "", "" ], [ "B", "1", "North", "1", "Wall", "Windows", "Timber", "", "D", "1", "", "Timber (high level) windows have lost paint coating and are\nrotting", "", "" ], [ "B", "1", "North", "1", "Wall", "Windows", "UPVC", "", "A", "2", "", "", "", "" ], [ "B", "1", "North", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "B", "1", "North", "1", "Wall", "Sills", "UPVC", "", "A", "3", "", "", "", "" ], [ "B", "1", "North", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "B", "1", "North", "1", "Wall", "Penetrations", "Services", "", "A", "3", "", "", "", "" ], [ "B", "1", "North", "1", "Wall", "Fixings", "Services", "", "C", "2", "", "Brackets/Fixings supporting services are heavily corroded", "", "" ], [ "B", "1", "North", "1", "Wall", "SVP", "Aluminium", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 12, "col_count": 14 }, { "headers": [ "B‐1 Roof 1", "", "", "", "", "Pitched Roof Running East/West", "", "", "", "", "", "", "", "" ], "rows": [ [ "B", "1", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "B", "1", "Roof", "1", "Roof", "Cover", "Concrete", "", "E", "1", "", "The roof has exceeded its life cycle, there are numerous\nbroken concrete tiles that leave holes through the roof\ncovering. Tiles have started to slip in several places including\nhips and Vallie's", "", "" ], [ "B", "1", "Roof", "1", "Roof", "Ridge", "Concrete", "", "E", "1", "", "Mortar bedded ridge tiles have started to become loose in\nseveral places, the dental tile and mortar bed has debonded\nand fallen out in several places", "", "" ], [ "B", "1", "Roof", "1", "Roof", "Hip", "Concrete", "", "D", "1", "", "Hip tile displaced above roof B‐3/B‐4. hip irons are corroding\nbadly", "Yes", "" ], [ "B", "1", "Roof", "1", "Roof", "Valley", "Concrete", "", "D", "2", "", "Concrete valley tile, detritus and vegetation is present\npreventing closer visual inspection, tiles and mortar are\ndisplaced adjacent to the valley", "", "" ], [ "B", "1", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "B", "2", "", "Wear and tear", "", "" ], [ "B", "1", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "C", "3", "", "Corrosion is evident at fixing points. Paint is delaminating\nfrom the board all along the north elevation", "", "" ], [ "B", "1", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "2", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "B", "1", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "3", "", "Vegetation is growing from the guttering", "Yes", "" ], [ "B", "1", "Roof", "1", "Roof", "Roof Terminals", "Proprietary", "", "C", "2", "", "Sealant has been utilised to close the gap around the flashing\nto services, flaunching to cut tiles has broken away in many\nareas Weather cowls have been displaced for the top of pipes\nand are lying on the north pitch of the roof adjacent to L‐1\nRoof", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "B‐1 Roof 2", "", "", "", "", "Pitched Roof Running North/South", "", "", "", "", "", "", "", "" ], "rows": [ [ "B", "1", "Roof", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "B", "1", "Roof", "2", "Roof", "Cover", "Concrete", "", "E", "1", "", "Close examination was restricted by access, the roof appears\nto be in similar condition to the connecting B‐1 Roof 1. One\nbird nest is present. Tiles are aged and likely to be porous", "", "" ], [ "B", "1", "Roof", "2", "Roof", "Ridge", "", "", "E", "1", "", "Close examination was restricted by access, the ridge appears\nto be in similar condition to the connecting B‐1 Roof 1", "", "" ], [ "B", "1", "Roof", "2", "Roof", "Hip", "", "", "D", "1", "", "Hip Irons are corroding heavily", "", "" ], [ "B", "1", "Roof", "2", "Roof", "Valley", "Concrete", "", "D", "2", "", "Concrete valley tile, detritus is present preventing closer\nvisual inspection, tiles and mortar are displaced adjacent to\nthe valley", "", "" ], [ "B", "1", "Roof", "2", "Roof", "Valley", "Lead", "", "B", "2", "", "Vegetation is growing in the valley", "", "" ], [ "B", "1", "Roof", "2", "Roof", "Eaves/Fascia", "Timber", "", "C", "2", "", "Paint is delaminating from the boards locally", "", "" ], [ "B", "1", "Roof", "2", "Roof", "Soffit", "Soffit Brd", "", "C", "3", "", "Corrosion is evident at fixing points. Paint is delaminating\nfrom the board all along the north elevation", "", "" ], [ "B", "1", "Roof", "2", "Roof", "RWP Guttering", "", "", "C", "2", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured. Vegetation is growing in the\nguttering", "", "" ], [ "B", "1", "Roof", "2", "Roof", "Roof Terminals", "", "", "C", "2", "", "Close inspection was not possible assumed to be similar to\nconnected roof B‐1 Roof 1", "", "" ], [ "B", "1", "Roof", "2", "Roof", "Sprocket", "Cement", "", "C", "2", "", "Cement Parging above the lead flashing for the glazed screen\n(B‐4) is breaking down", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "B‐2 South 1", "", "", "", "", "Two Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "B", "2", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "B", "2", "South", "1", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "B", "2", "South", "1", "Wall", "Penetrations", "Services", "", "B", "3", "", "Air extraction grilles", "", "" ], [ "B", "2", "South", "1", "Wall", "Fixings", "Services", "", "B", "3", "", "Surface mounted drainage has corroding fixings", "", "" ], [ "B", "2", "South", "1", "Wall", "Fixings", "Metal", "", "C", "3", "", "There are numerous redundant fixing points and fitting that\nare corroding", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "B‐2 Roof 1", "", "", "", "", "Flat Roof abutting M‐1, B‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "B", "2", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "B", "2", "Roof", "1", "Roof", "Cover", "GRP", "", "A", "3", "", "", "", "" ], [ "B", "2", "Roof", "1", "Roof", "Eaves/Fascia", "UPVC", "", "A", "3", "", "", "", "" ], [ "B", "2", "Roof", "1", "Roof", "RWP Hopper", "GRP", "", "B", "3", "", "The GRP outlet from M‐1 roof has been formed untidily,\nhowever appears to be functional", "", "" ], [ "B", "2", "Roof", "1", "Roof", "Flashing", "GRP", "", "A", "3", "", "No cover flashing has been installed under the very adjacent\nB‐1 eaves", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "B‐3 East 1", "", "", "", "", "Rooftop Wall Elevation (Small) above A‐5", "", "", "", "", "", "", "", "" ], "rows": [ [ "B", "3", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "B", "3", "East", "1", "Wall", "Cover", "Dash", "", "B", "3", "", "Repairs have been undertaken to the side of window frame\nand above A‐5 flashings", "", "" ], [ "B", "3", "East", "1", "Wall", "Window Apertures", "Rendered", "", "B", "2", "", "repairs have been undertaken", "", "" ], [ "B", "3", "East", "1", "Wall", "Windows", "Timber", "", "D", "2", "", "Timber frames are starting to deteriorate", "", "" ], [ "B", "3", "East", "1", "Wall", "Sills", "Copper", "", "B", "2", "", "Old cover flashings appear to be functional", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "B‐3 Roof 1", "", "", "", "", "Flat Roof abutting A‐3 & B‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "B", "3", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "B", "3", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "A", "2", "", "", "", "" ], [ "B", "3", "Roof", "1", "Roof", "Eaves/Fascia", "Concrete", "", "A", "3", "", "", "", "" ], [ "B", "3", "Roof", "1", "Roof", "Soffit", "Concrete", "", "A", "3", "", "", "", "" ], [ "B", "3", "Roof", "1", "Roof", "Side Abutment", "Lead", "", "B", "3", "", "Side laps are very short against A‐3 abutment(20mm), lead is\nstarting to lift locally. It is likely there is no lead installed and\nminimal cover flashing to the elevation abutting B‐1 eaves.\nOne bird nest is present", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "B‐4 South 1", "", "", "", "", "Rooftop Glazed Screen/Canopy above L‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "B", "4", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "B", "4", "South", "1", "Wall", "Cover", "Metal", "", "A", "3", "", "", "", "" ], [ "B", "4", "South", "1", "Wall", "Windows", "Metal", "", "B", "3", "", "Panels to the sloped roof are heavily soiled", "", "" ], [ "B", "4", "South", "1", "Wall", "RWP Downpipes", "Plastic", "", "B", "3", "", "Wear and tear", "", "" ], [ "B", "4", "South", "1", "Roof", "Hip", "Metal", "", "B", "3", "", "Lichen growing locally", "", "" ], [ "B", "4", "South", "1", "Roof", "Eaves/Fascia", "Metal", "", "B", "3", "", "Lichen growing locally", "", "" ], [ "B", "4", "South", "1", "Roof", "RWP Guttering", "Plastic", "", "C", "1", "", "Detritus and vegetation in the guttering", "Yes", "" ], [ "B", "4", "South", "1", "Roof", "Top Abutment", "Lead", "", "C", "1", "", "Lead cover flashing deformed locally", "Yes", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "B‐4 West 1", "", "", "", "", "Rooftop Glazed Screen/Canopy above K‐4 & K‐5", "", "", "", "", "", "", "", "" ], "rows": [ [ "B", "4", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "B", "4", "North", "1", "Wall", "Cover", "Metal", "", "A", "3", "", "", "", "" ], [ "B", "4", "North", "1", "Wall", "Windows", "Metal", "", "B", "3", "", "Panels to the sloped roof are heavily soiled", "", "" ], [ "B", "4", "North", "1", "Wall", "RWP Downpipes", "Plastic", "", "B", "3", "", "Wear and tear", "", "" ], [ "B", "4", "North", "1", "Roof", "Valley", "Metal", "", "B", "3", "", "Lichen growing locally", "", "" ], [ "B", "4", "North", "1", "Roof", "Eaves/Fascia", "Metal", "", "B", "3", "", "Lichen growing locally", "", "" ], [ "B", "4", "North", "1", "Roof", "RWP Guttering", "Plastic", "", "C", "1", "", "Detritus and vegetation in the guttering", "Yes", "" ], [ "B", "4", "North", "1", "Roof", "Top Abutment", "Lead", "", "C", "1", "", "Lead cover flashing deformed locally", "Yes", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "B‐4 North 1", "", "", "", "", "Rooftop Glazed Screen/Canopy (Link) abutting L‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "B", "4", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "B", "4", "West", "1", "Wall", "Cover", "Metal", "", "A", "3", "", "", "", "" ], [ "B", "4", "West", "1", "Wall", "Windows", "Metal", "", "B", "3", "", "Panels to the sloped roof are heavily soiled", "", "" ], [ "B", "4", "West", "1", "Wall", "RWP Downpipes", "Plastic", "", "B", "3", "", "Wear and tear", "", "" ], [ "B", "4", "West", "1", "Roof", "Valley", "Metal", "", "B", "3", "", "Lichen growing locally", "", "" ], [ "B", "4", "West", "1", "Roof", "Eaves/Fascia", "Metal", "", "B", "3", "", "Lichen growing locally", "", "" ], [ "B", "4", "West", "1", "Roof", "RWP Guttering", "Plastic", "", "C", "1", "", "Detritus and vegetation in the guttering", "Yes", "" ], [ "B", "4", "West", "1", "Roof", "Top Abutment", "Lead", "", "C", "1", "", "Lead cover flashing deformed locally", "Yes", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "C‐1 South 1", "", "", "", "", "Single Story Wall Elevation Gable", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "1", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "1", "South", "1", "Wall", "Cover", "Dash", "", "C", "3", "", "Dash has broken off local to the handrail fixings", "", "" ], [ "C", "1", "South", "1", "Wall", "Doorways", "Rendered", "", "C", "3", "", "Gaps around the doorframe have been filled with foam filler,\nnot trimmed nor sealed", "", "" ], [ "C", "1", "South", "1", "Wall", "Doors", "Timber", "", "C", "3", "", "Paint is peeling of the frame and door, deterioration and rot\nis evident. Door furniture is corroding", "", "" ], [ "C", "1", "South", "1", "Wall", "Fixings", "Proprietary", "", "B", "3", "", "School bell", "", "" ], [ "C", "1", "South", "1", "Wall", "Fixings", "Metal", "", "B", "3", "", "Cable shroud", "", "" ], [ "C", "1", "South", "1", "Wall", "Pathways", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ], [ "C", "1", "South", "1", "Wall", "Railing", "Metal", "", "C", "3", "", "Light local corrosion on the railings, fixings are corroding", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "C‐1 East 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "1", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "1", "East", "1", "Wall", "Cover", "Dash", "", "C", "3", "", "Cracking and general deterioration", "", "" ], [ "C", "1", "East", "1", "Wall", "Window Apertures", "Rendered", "", "A", "3", "", "", "", "" ], [ "C", "1", "East", "1", "Wall", "Windows", "Timber", "", "C", "3", "", "Paint is peeling from the window frame and frame is\ndeteriorating. Retro fitted screws appear to be securing some\nopenings", "", "" ], [ "C", "1", "East", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "C", "1", "East", "1", "Wall", "RWP Downpipes", "Plastic", "", "A", "2", "", "", "", "" ], [ "C", "1", "East", "1", "Wall", "Pathways", "Slabs", "", "A", "3", "", "", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "C‐1 North 1", "", "", "", "", "Rooftop Wall Elevation Gable above F‐2 Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "1", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "1", "North", "1", "Wall", "Cover", "Dash", "", "B", "3", "", "Wear and tear", "", "" ], [ "C", "1", "North", "1", "Wall", "Fixings", "Metal", "", "C", "2", "", "TV Aerial", "", "" ], [ "C", "1", "North", "1", "Wall", "Penetrations", "Services", "", "C", "3", "", "Wall has not been sealed around the cable penetration", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "C‐1 West 1", "", "", "", "", "Rooftop Wall Elevation above C‐4 Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "1", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "1", "West", "1", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "C", "1", "West", "1", "Wall", "RWP Downpipes", "Plastic", "", "A", "3", "", "", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "C‐1 Roof 1", "", "", "", "", "Pitched Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "1", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "1", "Roof", "1", "Roof", "Cover", "Concrete", "", "B", "3", "", "Local repair undertaken", "", "" ], [ "C", "1", "Roof", "1", "Roof", "Ridge", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ], [ "C", "1", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "C", "3", "", "Paint is delaminating from the fascia", "", "" ], [ "C", "1", "Roof", "1", "Roof", "Soffit", "", "", "B", "3", "", "Wear and tear", "", "" ], [ "C", "1", "Roof", "1", "Roof", "Verge", "Cement", "", "C", "3", "", "Parging is cracking and starting to deteriorate on the south\nside", "", "" ], [ "C", "1", "Roof", "1", "Roof", "RWP Guttering", "Plastic", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "C‐2 South 1", "", "", "", "", "Rooftop Wall Elevation Gable above F‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "2", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "2", "South", "1", "Wall", "Cover", "Dash", "", "B", "3", "", "Wear and tear", "", "" ], [ "C", "2", "South", "1", "Wall", "Fixings", "Metal", "", "D", "2", "", "TV aerial, and redundant brackets are corroding badly", "", "" ], [ "C", "2", "South", "1", "Wall", "Penetrations", "Services", "", "C", "3", "", "Wall has not been sealed around the cable penetration,\nredundant holes have not been sealed", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "C‐2 South 3", "", "", "", "", "Two Story Wall Elevation Half Gable", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "2", "South", "3", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "2", "South", "3", "Wall", "Cover", "Dash", "", "A", "2", "", "", "", "" ], [ "C", "2", "South", "3", "Wall", "Windows", "Timber", "", "B", "2", "", "Early deterioration of timber is visible", "", "" ], [ "C", "2", "South", "3", "Wall", "Sills", "Concrete", "", "A", "2", "", "", "", "" ], [ "C", "2", "South", "3", "Wall", "Doorways", "Rendered", "", "C", "1", "", "Heavy corrosion to the lintels above the large garage 2\nopenings", "Yes", "" ], [ "C", "2", "South", "3", "Wall", "Doors", "Timber", "", "C", "3", "", "Paint is delaminating generally, and fixings are corroding on\nthe garage doors", "Yes", "" ], [ "C", "2", "South", "3", "Wall", "Pathways", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "C‐2 East 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "2", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "2", "East", "1", "Wall", "Cover", "Dash", "75%", "C", "3", "", "Cracks to the remedial patches (following window\ninstallations) and to render band.", "", "" ], [ "C", "2", "East", "1", "Wall", "Cover", "Brick", "25%", "A", "3", "", "", "", "" ], [ "C", "2", "East", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "C", "2", "East", "1", "Wall", "Sills", "Concrete", "", "C", "3", "", "Minor damage with small areas broken away", "", "" ], [ "C", "2", "East", "1", "Wall", "RWP Downpipes", "Plastic", "", "A", "3", "", "", "", "" ], [ "C", "2", "East", "1", "Wall", "Fixings", "Proprietary", "", "C", "3", "", "Light fittings are oxidising", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "C‐2 East 2", "", "", "", "", "Two Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "2", "East", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "2", "East", "2", "Wall", "Cover", "Dash", "80%", "C", "3", "", "Dash has fallen off local to removed downpipe fixings points", "", "" ], [ "C", "2", "East", "2", "Wall", "Cover", "Brick", "20%", "B", "3", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water.", "", "" ], [ "C", "2", "East", "2", "Wall", "Chimney", "Brick", "", "B", "3", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water.", "", "" ], [ "C", "2", "East", "2", "Wall", "Windows", "Timber", "", "B", "2", "", "Wear and tear", "", "" ], [ "C", "2", "East", "2", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "C", "2", "East", "2", "Wall", "Doorways", "Rendered", "", "C", "1", "", "Heavy corrosion to the lintels above the large garage\nopenings", "Yes", "" ], [ "C", "2", "East", "2", "Wall", "Doors", "Timber", "", "C", "3", "", "Glazing putty is breaking away, paint is delaminating\ngenerally, and fixings are corroding on the garage doors", "Yes", "" ], [ "C", "2", "East", "2", "Wall", "RWP Downpipes", "Aluminium", "", "B", "3", "", "Wear and tear", "", "" ], [ "C", "2", "East", "2", "Wall", "Fixings", "Proprietary", "", "C", "2", "", "Light fittings have oxidised and corrosion is heavy", "", "" ], [ "C", "2", "East", "2", "Wall", "Fixings", "Proprietary", "", "C", "2", "", "Light fittings have oxidised and corrosion is heavy", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "C‐2 East 3", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "2", "East", "3", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "2", "East", "3", "Wall", "Cover", "Dash", "", "B", "2", "", "There are holes from old gutter brackets that have not been\nsealed, render has broken away local to the window sill\nlocally", "", "" ], [ "C", "2", "East", "3", "Wall", "Windows", "Timber", "", "C", "3", "", "Gaps between frames and reveals and sealant is missing", "", "" ], [ "C", "2", "East", "3", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "C", "2", "East", "3", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Powder coated aluminium is oxidising", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "C‐2 North 1", "", "", "", "", "Two Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "2", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "2", "North", "1", "Wall", "Cover", "Brick", "", "A", "3", "", "", "", "" ], [ "C", "2", "North", "1", "Wall", "Window Apertures", "Brick", "", "A", "3", "", "", "", "" ], [ "C", "2", "North", "1", "Wall", "Windows", "Timber", "", "B", "3", "", "Timber frame is ageing", "", "" ], [ "C", "2", "North", "1", "Wall", "Fixings", "Proprietary", "", "A", "3", "", "Lighting, signage, services", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "C‐2 West 1", "", "", "", "", "Rooftop Wall Elevation above P‐3", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "2", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "2", "West", "1", "Wall", "Cover", "Dash", "", "B", "3", "", "Wear and tear", "", "" ], [ "C", "2", "West", "1", "Wall", "RWP Downpipes", "Metal", "", "C", "2", "", "Corroding downpipes discharging on to P‐3 Roof", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "C‐2 West 2", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "2", "West", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "2", "West", "2", "Wall", "Cover", "Dash", "90%", "C", "3", "", "Cracking visible in a few places, including window reveal", "", "" ], [ "C", "2", "West", "2", "Wall", "Cover", "Brick", "10%", "A", "3", "", "", "", "" ], [ "C", "2", "West", "2", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "C", "2", "West", "2", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "C", "2", "West", "2", "Wall", "RWP Downpipes", "Metal", "", "C", "3", "", "Cast iron down pipes and fixings have corrosion", "", "" ], [ "C", "2", "West", "2", "Wall", "Fixings", "Proprietary", "", "B", "3", "", "Light fittings are oxidising", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "C‐2 West 3", "", "", "", "", "Rooftop Wall Elevation above C‐3", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "2", "West", "3", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "2", "West", "3", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "C", "2", "West", "3", "Wall", "RWP Downpipes", "Plastic", "", "B", "2", "", "New gutters discharge into old downpipes", "", "" ], [ "C", "2", "West", "3", "Wall", "Fixings", "Plastic", "", "C", "3", "", "Conduit fixings are not secured", "Yes", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "C‐2 Roof 1", "", "", "", "", "Pitched Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "2", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "2", "Roof", "1", "Roof", "Cover", "Concrete", "", "B", "3", "", "Wear & tear", "", "" ], [ "C", "2", "Roof", "1", "Roof", "Ridge", "Concrete", "", "B", "3", "", "Wear & tear", "", "" ], [ "C", "2", "Roof", "1", "Roof", "Eaves/Fascia", "UPVC", "", "B", "3", "", "Wear & tear", "", "" ], [ "C", "2", "Roof", "1", "Roof", "Soffit", "UPVC", "", "B", "3", "", "Wear & tear", "", "" ], [ "C", "2", "Roof", "1", "Roof", "Verge", "Cement", "", "D", "2", "", "Verge pointing has cracks and is incomplete in places by P‐3,\nC‐3, C‐2 South 2, C‐2 South 3, C‐2 North 1 and above F‐2", "", "" ], [ "C", "2", "Roof", "1", "Roof", "RWP Guttering", "Plastic", "", "C", "2", "", "One outlet connection is twisted, restricting flow", "Yes", "" ], [ "C", "2", "Roof", "1", "Roof", "RWP Guttering", "Plastic", "", "C", "2", "", "Guttering connections are not correctly formed, sealed with\nmastic and likely to leak, and bracket missing", "Yes", "" ], [ "C", "2", "Roof", "1", "Roof", "Side Abutment", "Lead", "", "B", "2", "", "Gutter valley and cover flashings to C‐2 South 2", "", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "C‐3 West 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "3", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "3", "West", "1", "Wall", "Cover", "Brick", "", "A", "", "", "", "", "" ], [ "C", "3", "West", "1", "Wall", "Doorways", "Brick", "", "A", "", "", "", "", "" ], [ "C", "3", "West", "1", "Wall", "Doors", "Metal", "", "A", "", "", "", "", "" ], [ "C", "3", "West", "1", "Wall", "RWP Downpipes", "Metal", "", "B", "2", "", "Corroding metal downpipe collecting from plastic guttering", "", "" ], [ "C", "3", "West", "1", "Wall", "Fixings", "Proprietary", "", "C", "1", "", "Light fittings, one is deteriorating", "Yes", "" ], [ "C", "3", "West", "1", "Wall", "Penetrations", "Services", "", "C", "2", "", "Vents have no bird/insect covers fitted", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "C‐3 East 1", "", "", "", "", "Rooftop Wall Elevation Parapet between F‐2 Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "3", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "3", "East", "1", "Wall", "Cover", "Brick", "", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water", "", "" ], [ "C", "3", "East", "1", "Wall", "Capping", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "C‐3 Roof 1", "", "", "", "", "Flat Roof abutting H‐1, C‐1, C‐2, F‐2 and connected to C‐4 Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "3", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "3", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "B", "3", "", "Standing water is present", "", "" ], [ "C", "3", "Roof", "1", "Roof", "Soffit", "UPVC", "", "A", "3", "", "", "", "" ], [ "C", "3", "Roof", "1", "Roof", "RWP Guttering", "Plastic", "", "B", "3", "", "Plastic guttering discharges into cast iron downpipe", "", "" ], [ "C", "3", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "2", "", "Aluminium gutter sections are oxidising", "", "" ], [ "C", "3", "Roof", "1", "Roof", "Flashing", "Lead", "", "C", "1", "", "Lead flashings are damaged and lifting in places. Mortar has\nnot been completed in along C‐3 East 1 parapet", "Yes", "" ], [ "C", "3", "Roof", "1", "Roof", "Roof Lights", "Metal", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "C‐4 South 1", "", "", "", "", "Single Story Wall Elevation (Two small elevations)", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "4", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "4", "South", "1", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "C", "4", "South", "1", "Wall", "Window Apertures", "Rendered", "", "C", "3", "", "Gaps around the rotting window sill", "", "" ], [ "C", "4", "South", "1", "Wall", "Windows", "Timber", "", "C", "3", "", "Paint is peeling from the window frame and frame is\ndeteriorating", "", "" ], [ "C", "4", "South", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "C", "4", "South", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "C", "4", "South", "1", "Wall", "Parapets", "Dash", "", "A", "3", "", "", "", "" ], [ "C", "4", "South", "1", "Wall", "Capping", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ], [ "C", "4", "South", "1", "Wall", "Penetrations", "Services", "", "C", "3", "", "Small gaps around pipe penetrations have not been sealed", "", "" ], [ "C", "4", "South", "1", "Wall", "Ramps", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "C‐4 Roof 1", "", "", "", "", "Flat Roof abutting H‐1, C‐1 & C‐3 Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "C", "4", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "C", "4", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "B", "2", "", "Detritus and lichen is present on this aging roof covering", "", "" ], [ "C", "4", "Roof", "1", "Roof", "Flashing", "Lead", "", "B", "2", "", "Lead flashings are damaged and lifting in places", "", "" ], [ "C", "4", "Roof", "1", "Roof", "Roof Lights", "Metal", "", "A", "3", "", "Sun Tubes", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "D‐1 East 1", "", "", "", "", "Single Story Wall Elevation in Courtyard (Includes small South Side Elevation)", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "1", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "1", "East", "1", "Wall", "Cover", "Timber", "50%", "A", "3", "", "", "", "" ], [ "D", "1", "East", "1", "Wall", "Cover", "UPVC", "50%", "A", "3", "", "", "", "" ], [ "D", "1", "East", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "1", "East", "1", "Wall", "Sills", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "1", "East", "1", "Wall", "RWP Downpipes", "UPVC", "", "B", "2", "", "Broken brackets", "Yes", "" ], [ "D", "1", "East", "1", "Wall", "Fixings", "", "", "A", "3", "", "", "", "" ], [ "D", "1", "East", "1", "Wall", "Pathways", "Timber", "", "A", "3", "", "", "", "" ], [ "D", "1", "East", "1", "Wall", "Railing", "Timber", "", "A", "3", "", "", "", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "D‐1 North 1", "", "", "", "", "Single Story Wall Elevation (Includes small East Side Elevation)", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "1", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "1", "North", "1", "Wall", "Cover", "Brick", "", "C", "3", "", "Mortar pointing is starting to deteriorate, small holes and\nvoids are present", "", "" ], [ "D", "1", "North", "1", "Wall", "Windows", "Timber", "", "B", "2", "", "Frames are aged", "", "" ], [ "D", "1", "North", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "D", "1", "North", "1", "Wall", "Doorways", "Brick", "", "B", "", "", "Metal trims around the frames are starting to corrode, there\nis no mastic seal", "", "" ], [ "D", "1", "North", "1", "Wall", "Doors", "Timber", "", "C", "3", "", "Door furniture is corroding", "", "" ], [ "D", "1", "North", "1", "Wall", "Screens", "Timber", "", "C", "3", "", "Sections of the surround frame timber is broken off allowing\nweather/water ingress", "", "" ], [ "D", "1", "North", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "3", "", "Some brackets are broken and fixings are corroding", "", "" ], [ "D", "1", "North", "1", "Wall", "Pathways", "Slabs", "", "C", "3", "", "Concrete slabs are starting to break in places and the stone\nbase ground adjacent is uneven, with standing water", "", "" ], [ "D", "1", "North", "1", "Wall", "Fixings", "Metal", "", "C", "3", "", "Fixings are corroding", "", "" ], [ "D", "1", "North", "1", "Wall", "Fixings", "Proprietary", "", "B", "3", "", "Light fittings & CCTV", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "D‐1 West 1", "", "", "", "", "Single Story Wall Elevation (Includes small side panel RHS)", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "1", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "1", "West", "1", "Wall", "Cover", "Brick", "", "C", "3", "", "Mortar pointing is starting to deteriorate, small holes and\nvoids are present", "", "" ], [ "D", "1", "West", "1", "Wall", "Windows", "Timber", "", "C", "3", "", "Paint is cracking at the frame joints, there is local lichen and\ndeterioration. Fixings are corroding and staining the\npaintwork. Furniture is corroding", "", "" ], [ "D", "1", "West", "1", "Wall", "Sills", "Concrete", "", "B", "3", "", "Wear & tear", "", "" ], [ "D", "1", "West", "1", "Wall", "Screens", "Timber", "", "C", "3", "", "Sections of the surround frame timber is broken off allowing\nweather/water ingress", "", "" ], [ "D", "1", "West", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "3", "", "Brackets are missing and broken, fixing are corroding. Cover\nmissing from gully", "", "" ], [ "D", "1", "West", "1", "Wall", "Pathways", "Slabs", "", "B", "3", "", "Wear & tear", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "D‐1 West 2", "", "", "", "", "Single Story Wall Elevation (Includes small North Side Elevation)", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "1", "West", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "1", "West", "2", "Wall", "Cover", "Timber", "", "C", "3", "", "Mortar pointing is starting to deteriorate, small holes and\nvoids are present", "", "" ], [ "D", "1", "West", "2", "Wall", "Windows", "Timber", "", "C", "3", "", "Paint is cracking at the frame joints, there is local lichen and\ndeterioration. Fixings are corroding and staining the\npaintwork. Furniture is corroding", "", "" ], [ "D", "1", "West", "2", "Wall", "Sills", "Concrete", "", "B", "3", "", "Wear & tear", "", "" ], [ "D", "1", "West", "2", "Wall", "Doors", "Timber", "", "C", "3", "", "Door furniture is corroding", "", "" ], [ "D", "1", "West", "2", "Wall", "Screens", "Timber", "", "C", "3", "", "Paint is cracking at the frame joints, there is local lichen and\ndeterioration. Fixings are corroding and staining the\npaintwork.", "", "" ], [ "D", "1", "West", "2", "Wall", "RWP Downpipes", "Plastic", "", "C", "3", "", "Some brackets are broken and fixings are corroding", "", "" ], [ "D", "1", "West", "2", "Wall", "SVP", "Metal", "", "C", "3", "", "Cast iron pipe is corroding including the fixings, the top\nsection of pipe has no fixing timber grounds are rotting", "", "" ], [ "D", "1", "West", "2", "Wall", "Fixings", "Metal", "", "C", "3", "", "Fixings are corroding", "", "" ], [ "D", "1", "West", "2", "Wall", "Fixings", "Proprietary", "", "B", "3", "", "Light fittings & CCTV", "", "" ], [ "D", "1", "West", "2", "Wall", "Pathways", "Slabs", "", "C", "3", "", "Concrete slabs are starting to break in places and the stone\nbase ground adjacent is uneven", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "D‐1 Roof 1", "", "", "", "", "Flat Roof abutting D‐2, D‐3, D‐4, D‐5 & M‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "1", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "1", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "B", "2", "", "Wear and tear", "", "" ], [ "D", "1", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "C", "1", "", "Plywood is delaminating in places and panels are not\ncontinuous", "", "" ], [ "D", "1", "Roof", "1", "Roof", "Eaves/Fascia", "Aluminium", "", "A", "", "", "Trim fitted in places", "", "" ], [ "D", "1", "Roof", "1", "Roof", "Eaves/Fascia", "UPVC", "", "A", "", "", "Trim fitted in courtyard and above D‐4 roof", "", "" ], [ "D", "1", "Roof", "1", "Roof", "Soffit", "Timber", "", "B", "2", "", "Wear and tear", "", "" ], [ "D", "1", "Roof", "1", "Roof", "RWP Hopper", "Lead", "", "B", "2", "", "Wear and tear", "", "" ], [ "D", "1", "Roof", "1", "Roof", "Flashing", "Lead", "", "C", "2", "", "Abutting M‐1", "", "" ], [ "D", "1", "Roof", "1", "Roof", "Flashing", "Mineral Felt", "", "C", "2", "", "Abutting D‐2", "", "" ], [ "D", "1", "Roof", "1", "Roof", "Roof Lights", "Metal", "", "B", "2", "", "Roof lights", "", "" ], [ "D", "1", "Roof", "1", "Roof", "Roof Terminals", "Proprietary", "", "B", "2", "", "Air extraction plant", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "D‐2 South 1", "", "", "", "", "Rooftop Elevation above D‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "2", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "2", "South", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "2", "South", "1", "Wall", "Sills", "UPVC", "", "A", "3", "", "", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "D‐2 North 1", "", "", "", "", "Rooftop Elevation above D‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "2", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "2", "North", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "2", "North", "1", "Wall", "Sills", "UPVC", "", "A", "3", "", "", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "D‐2 West 1", "", "", "", "", "RoRooftop Elevation above D‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "2", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "2", "West", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "2", "West", "1", "Wall", "Sills", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "2", "West", "1", "Wall", "RWP Downpipes", "UPVC", "", "A", "3", "", "", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "D‐2 East 1", "", "", "", "", "Rooftop Elevation above D‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "2", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "2", "East", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "2", "East", "1", "Wall", "Sills", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "2", "East", "1", "Wall", "RWP Downpipes", "UPVC", "", "A", "3", "", "", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "D‐2 Roof 1", "", "", "", "", "Flat Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "2", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "2", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "B", "3", "", "Wear and tear", "", "" ], [ "D", "2", "Roof", "1", "Roof", "Eaves/Fascia", "UPVC", "", "A", "3", "", "GRP trim", "", "" ], [ "D", "2", "Roof", "1", "Roof", "Soffit", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "2", "Roof", "1", "Roof", "RWP Hopper", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "2", "Roof", "1", "Roof", "Roof Lights", "Metal", "", "A", "3", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "D‐3 East 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "3", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "3", "East", "1", "Wall", "Cover", "Dash", "", "B", "2", "", "Render beads at movement joints are corroding, and there is\nsome damage to the bell cast molding. Redundant fixings are\ncorroding", "", "" ], [ "D", "3", "East", "1", "Wall", "Window Apertures", "Rendered", "", "A", "3", "", "", "", "" ], [ "D", "3", "East", "1", "Wall", "Windows", "Timber", "", "D", "1", "", "Timber frames and sills are rotting", "", "" ], [ "D", "3", "East", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "D", "3", "East", "1", "Wall", "Doorways", "Rendered", "", "A", "3", "", "", "", "" ], [ "D", "3", "East", "1", "Wall", "Doors", "Timber", "", "A", "3", "", "", "", "" ], [ "D", "3", "East", "1", "Wall", "RWP Downpipes", "UPVC", "", "C", "3", "", "Fixings are corroding", "", "" ], [ "D", "3", "East", "1", "Wall", "Penetrations", "Services", "", "B", "2", "", "Waste pipe and surface mounted gas supply pipe, corrosion\nto fixings", "", "" ], [ "D", "3", "East", "1", "Wall", "Pathways", "Concrete", "", "B", "3", "", "Concrete hard standing", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "D‐3 North 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "3", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "3", "North", "1", "Wall", "Cover", "Dash", "", "B", "3", "", "Minor cracks extending from the door openings", "", "" ], [ "D", "3", "North", "1", "Wall", "Doorways", "Rendered", "", "C", "3", "", "Minor cracks extending from the door openings. Corrosion on\nthe lintel over the doors", "", "" ], [ "D", "3", "North", "1", "Wall", "Doors", "Timber", "", "C", "3", "", "Door furniture is corroding", "", "" ], [ "D", "3", "North", "1", "Wall", "Fixings", "Proprietary", "", "C", "3", "", "Light fittings, one has a cracked lens and is aged", "", "" ], [ "D", "3", "North", "1", "Wall", "Pathways", "Macadam", "", "B", "2", "", "Wear and tear", "", "" ], [ "D", "3", "North", "1", "Wall", "Ramps", "Concrete", "", "B", "2", "", "Wear and tear", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "D‐3 Roof 1", "", "", "", "", "Flat Roof abutting D‐1 & D‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "3", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "3", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "B", "2", "", "GRP trim. Detritus and moss growth", "", "" ], [ "D", "3", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "C", "1", "", "Paint is delaminating and deterioration is evident", "", "" ], [ "D", "3", "Roof", "1", "Roof", "Eaves/Fascia", "UPVC", "", "B", "3", "", "North Elevation", "", "" ], [ "D", "3", "Roof", "1", "Roof", "RWP Guttering", "Plastic", "", "C", "3", "", "Plastic is discoloured and fixing are corroding", "", "" ], [ "D", "3", "Roof", "1", "Roof", "Penetrations", "Proprietary", "", "B", "3", "", "Air extraction plant", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "D‐4 South 1", "", "", "", "", "Single Story Wall Elevation (Small) and partly above D‐5", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "4", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "4", "South", "1", "Wall", "Cover", "UPVC", "50%", "A", "3", "", "", "", "" ], [ "D", "4", "South", "1", "Wall", "Cover", "Timber", "50%", "A", "3", "", "", "", "" ], [ "D", "4", "South", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "4", "South", "1", "Wall", "Pathways", "Timber", "50%", "A", "3", "", "", "", "" ], [ "D", "4", "South", "1", "Wall", "Pathways", "Gravel", "50%", "A", "3", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "D‐4 North 1", "", "", "", "", "Single Story Wall Elevation (No.3 Small Sections)", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "4", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "4", "North", "1", "Wall", "Cover", "Timber", "", "B", "2", "", "Wear and tear", "", "" ], [ "D", "4", "North", "1", "Wall", "Windows", "UPVC", "", "B", "3", "", "Wear and tear", "", "" ], [ "D", "4", "North", "1", "Wall", "Sills", "UPVC", "", "B", "3", "", "Wear and tear", "", "" ], [ "D", "4", "North", "1", "Wall", "RWP Downpipes", "Plastic", "", "B", "3", "", "Wear and tear", "", "" ], [ "D", "4", "North", "1", "Wall", "Fixings", "Services", "", "B", "1", "", "Gas pipe surface mounted, one bracket is not fixed", "Yes", "" ], [ "D", "4", "North", "1", "Wall", "Fixings", "Services", "", "B", "2", "", "Air vent covers", "", "" ], [ "D", "4", "North", "1", "Wall", "Penetrations", "Services", "", "C", "1", "", "SVP passing through the fascia have not been sealed very\nwell", "Yes", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "D‐4 Roof 1", "", "", "", "", "Flat Roof abutting D‐1, D‐3 & D‐5, J‐2 and connected to J‐1, J‐3", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "4", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "4", "Roof", "1", "Roof", "Cover", "GRP", "", "B", "2", "", "Detritus and evidence of standing water present, repaired\nafter removing a roof light", "", "" ], [ "D", "4", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "D", "3", "", "Ply and chipboard painted fascia is deteriorating", "", "" ], [ "D", "4", "Roof", "1", "Roof", "RWP Hopper", "GRP", "", "A", "3", "", "", "", "" ], [ "D", "4", "Roof", "1", "Roof", "Roof Lights", "Metal", "", "B", "3", "", "Roof light and sun tube", "", "" ], [ "D", "4", "Roof", "1", "Roof", "Flashing", "GRP", "", "A", "3", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "D‐5 South 1", "", "", "", "", "Single Story Wall Elevation (Conservatory)", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "5", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "5", "South", "1", "Wall", "Cover", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "5", "South", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "5", "South", "1", "Wall", "Doors", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "5", "South", "1", "Wall", "RWP Downpipes", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "5", "South", "1", "Wall", "Pathways", "Timber", "", "A", "3", "", "", "", "" ], [ "D", "5", "South", "1", "Wall", "Railing", "Timber", "", "A", "3", "", "", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "D‐5 East 1", "", "", "", "", "Single Story Wall Elevation (Conservatory)", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "5", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "5", "East", "1", "Wall", "Cover", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "5", "East", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "5", "East", "1", "Wall", "Pathways", "Timber", "", "A", "3", "", "", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "D‐5 Roof 1", "", "", "", "", "Conservatory abutting D‐4 & D‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "D", "5", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "D", "5", "Roof", "1", "Roof", "Cover", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "5", "Roof", "1", "Roof", "Eaves/Fascia", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "5", "Roof", "1", "Roof", "Verge", "GRP", "", "A", "3", "", "", "", "" ], [ "D", "5", "Roof", "1", "Roof", "RWP Guttering", "UPVC", "", "A", "3", "", "", "", "" ], [ "D", "5", "Roof", "1", "Roof", "Top Abutment", "GRP", "", "A", "3", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "E‐1 South 1", "", "", "", "", "Single Story Wall Elevation Gable", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "1", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "1", "South", "1", "Wall", "Cover", "Dash", "", "D", "1", "", "Cracks are evident vertically along the left side corner and to\nthe render band below DPC", "", "" ], [ "E", "1", "South", "1", "Wall", "Window Apertures", "Rendered", "", "C", "2", "", "Corrosion is evident on the lintels above the windows", "", "" ], [ "E", "1", "South", "1", "Wall", "Windows", "Aluminium", "", "A", "2", "", "", "", "" ], [ "E", "1", "South", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "E", "1", "South", "1", "Wall", "Fixings", "Proprietary", "", "B", "2", "", "Lighting mast and light have corrosion visible", "", "" ], [ "E", "1", "South", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear & tear", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "E‐1 East 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "1", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "1", "East", "1", "Wall", "Cover", "Dash", "", "C", "3", "", "Cracks are evident to the dash", "", "" ], [ "E", "1", "East", "1", "Wall", "Window Apertures", "Rendered", "", "C", "3", "", "Corrosion in evident to the lintels above the windows", "", "" ], [ "E", "1", "East", "1", "Wall", "Windows", "Aluminium", "", "A", "3", "", "", "", "" ], [ "E", "1", "East", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "E", "1", "East", "1", "Wall", "Doorways", "Rendered", "", "C", "3", "", "Gaps between the frames and reveals, with local chips, there\nis no mastic sealant", "", "" ], [ "E", "1", "East", "1", "Wall", "Doors", "Metal", "", "B", "2", "", "There is minor pitting and discolouration on the door\nfurniture", "", "" ], [ "E", "1", "East", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "E", "1", "East", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear & tear", "", "" ], [ "E", "1", "East", "1", "Wall", "Ramps", "Concrete", "", "B", "3", "", "Wear & tear", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "E‐1 West 1", "", "", "", "", "Single Story Wall Elevation in Courtyard", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "1", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "1", "West", "1", "Wall", "Cover", "Dash", "90%", "C", "3", "", "Cracking noted to dash coating in local areas", "", "" ], [ "E", "1", "West", "1", "Wall", "Cover", "Brick", "10%", "A", "3", "", "", "", "" ], [ "E", "1", "West", "1", "Wall", "Window Apertures", "Rendered", "", "A", "3", "", "", "", "" ], [ "E", "1", "West", "1", "Wall", "Windows", "Timber", "", "C", "2", "", "Window timbers are starting to deteriorate, weather\nprotection has eroded or delaminated", "", "" ], [ "E", "1", "West", "1", "Wall", "Sills", "Concrete", "", "C", "2", "", "Crack failure noted to one sill", "", "" ], [ "E", "1", "West", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "E", "1", "West", "1", "Wall", "Fixings", "Metal", "", "C", "2", "", "Corrosion to brackets (Flower baskets)", "", "" ], [ "E", "1", "West", "1", "Wall", "Pathways", "Slabs", "", "C", "2", "", "Vegetation growth and some unevenness", "", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "E‐1 Roof 1", "", "", "", "", "Pitched Roof abutting E‐2, E‐3 & E‐5", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "1", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "1", "Roof", "1", "Roof", "Cover", "Concrete", "", "C", "2", "", "Several valley tiles are broken and dislodged in valley. Repairs\ngenerally have been undertaken to tiles in several locations", "", "" ], [ "E", "1", "Roof", "1", "Roof", "Ridge", "Concrete", "", "B", "2", "", "Wear & tear", "", "" ], [ "E", "1", "Roof", "1", "Roof", "Valley", "Lead", "", "C", "1", "", "Tiles slipped into valley", "Yes", "" ], [ "E", "1", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "C", "2", "", "Paint is delaminating to the older section of eaves adjacent to\nthe box guttering area, suggesting the box guttering needs\nremedial works", "", "" ], [ "E", "1", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "D", "2", "", "Timbers are rotten in places, paint is delaminating and there\nare gaps. Fixings are corroding to the older section", "", "" ], [ "E", "1", "Roof", "1", "Roof", "Verge", "Cement", "", "C", "2", "", "Local cracking to the small verge in the courtyard", "", "" ], [ "E", "1", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "E", "1", "Roof", "1", "Roof", "Side Abutment", "Lead", "", "A", "3", "", "", "", "" ], [ "E", "1", "Roof", "1", "Roof", "Top Abutment", "Lead", "", "A", "3", "", "", "", "" ], [ "E", "1", "Roof", "1", "Roof", "Side Abutment", "Lead", "", "A", "3", "", "", "", "" ], [ "E", "1", "Roof", "1", "Roof", "Roof Lights", "Metal", "", "A", "3", "", "", "", "" ] ], "row_count": 12, "col_count": 14 }, { "headers": [ "E‐2 North 1", "", "", "", "", "Rooftop Wall Elevation Gable above E‐6", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "2", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "2", "North", "1", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "E", "2", "North", "1", "Wall", "Fixings", "Metal", "", "D", "2", "", "Redundant brackets are corroding", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "E‐2 West 1", "", "", "", "", "Rooftop Wall Elevation above E‐5 & E‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "2", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "2", "West", "1", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "E", "2", "West", "1", "Wall", "Window Apertures", "Rendered", "", "A", "3", "", "", "", "" ], [ "E", "2", "West", "1", "Wall", "Windows", "Timber", "", "D", "2", "", "Timber frames are starting to deteriorate", "", "" ], [ "E", "2", "West", "1", "Wall", "Sills", "Concrete", "", "B", "3", "", "", "", "" ], [ "E", "2", "West", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "E‐2 Roof 1", "", "", "", "", "Roof Pitched", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "2", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "2", "Roof", "1", "Roof", "Cover", "Concrete", "", "C", "2", "", "Numerous repairs have been undertaken to the tiling. Eaves\nsupport tray has started to break up", "", "" ], [ "E", "2", "Roof", "1", "Roof", "Ridge", "Concrete", "", "A", "2", "", "", "", "" ], [ "E", "2", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "D", "2", "", "Paint has delaminated and timber is deteriorating, east\nelevation mostly", "", "" ], [ "E", "2", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "C", "2", "", "Paint is delaminating from the boards", "", "" ], [ "E", "2", "Roof", "1", "Roof", "Verge", "Cement", "", "A", "3", "", "", "", "" ], [ "E", "2", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured. Fixings are missing from the\nguttering", "", "" ], [ "E", "2", "Roof", "1", "Roof", "Roof Lights", "Metal", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "E‐3 South 1", "", "", "", "", "Single Story Wall Elevation (Small)", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "3", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "3", "South", "1", "Wall", "Cover", "Dash", "", "C", "3", "", "There is cracking to the dash, including central above one\nwindow", "", "" ], [ "E", "3", "South", "1", "Wall", "Window Apertures", "Rendered", "", "C", "3", "", "Corrosion is present on the lintels above the windows.\nRemedial repairs to the reveals from window replacements\nhave debonded in some sections", "", "" ], [ "E", "3", "South", "1", "Wall", "Windows", "Aluminium", "", "A", "3", "", "", "", "" ], [ "E", "3", "South", "1", "Wall", "Sills", "Concrete", "", "A", "", "", "", "", "" ], [ "E", "3", "South", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "E", "3", "South", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "E‐3 North 1", "", "", "", "", "Single Story Wall Elevation in Courtyard", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "3", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "3", "North", "1", "Wall", "Cover", "Dash", "80%", "A", "3", "", "", "", "" ], [ "E", "3", "North", "1", "Wall", "Cover", "Brick", "20%", "A", "3", "", "", "", "" ], [ "E", "3", "North", "1", "Wall", "Window Apertures", "Rendered", "", "A", "3", "", "", "", "" ], [ "E", "3", "North", "1", "Wall", "Windows", "Timber", "", "C", "2", "", "Window timbers are starting to deteriorate, weather\nprotection has eroded or delaminated", "", "" ], [ "E", "3", "North", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "E", "3", "North", "1", "Wall", "Doorways", "Rendered", "", "C", "3", "", "Repairs have been undertaken locally", "", "" ], [ "E", "3", "North", "1", "Wall", "Doors", "Aluminium", "", "A", "3", "", "", "", "" ], [ "E", "3", "North", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "E", "3", "North", "1", "Wall", "Pathways", "Slabs", "", "C", "2", "", "Vegetation growth and some unevenness", "", "" ], [ "E", "3", "North", "1", "Wall", "Ramps", "Timber", "", "B", "2", "", "Aging timber", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "E‐3 West 1", "", "", "", "", "Single Story Wall Elevation (Two small elevations S & E)", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "3", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "3", "West", "1", "Wall", "Cover", "Dash", "", "B", "3", "", "Minor cracks to the dash and render band at DPC, low level\ncorner cracking is wide", "", "" ], [ "E", "3", "West", "1", "Wall", "Window Apertures", "Rendered", "", "C", "3", "", "Corrosion is present on the lintels above the windows", "", "" ], [ "E", "3", "West", "1", "Wall", "Windows", "Timber", "", "C", "2", "", "Windows are delaminating and starting rotting in places", "", "" ], [ "E", "3", "West", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "E", "3", "West", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "E", "3", "West", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "E‐3 Roof 1", "", "", "", "", "Pitched Roof abutting E‐4 and Valley connection to E‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "3", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "3", "Roof", "1", "Roof", "Cover", "Concrete", "", "C", "1", "", "One tile has broken/dislodged and is sitting on the roof", "", "" ], [ "E", "3", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "B", "1", "", "Paint is delaminating from the boards", "", "" ], [ "E", "3", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "C", "3", "", "Paint is delaminating from the boards and some\ndelamination of the boards local to joint", "", "" ], [ "E", "3", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "E", "3", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "3", "", "There is vegetation growing from the guttering", "Yes", "" ], [ "E", "3", "Roof", "1", "Roof", "Side Abutment", "Lead", "", "B", "2", "", "", "", "" ], [ "E", "3", "Roof", "1", "Roof", "Verge", "Cement", "", "C", "2", "", "Crack mortar on the half verge", "", "" ], [ "E", "3", "Roof", "1", "Roof", "Valley", "Lead", "", "C", "1", "", "There are bits of broken tile in the valley and mortar is\ndeteriorating (Same item as E‐1 roof valley)", "Yes", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "E‐4 South 1", "", "", "", "", "Single Story Wall Elevation and balcony above", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "4", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "4", "South", "1", "Wall", "Cover", "Dash", "70%", "A", "3", "", "", "", "" ], [ "E", "4", "South", "1", "Wall", "Cover", "Brick", "30%", "A", "3", "", "", "", "" ], [ "E", "4", "South", "1", "Wall", "Window Apertures", "Rendered", "", "C", "3", "", "Corrosion is present on the lintels above the windows", "", "" ], [ "E", "4", "South", "1", "Wall", "Windows", "Timber", "", "C", "2", "", "Windows are delaminating and starting rotting in places", "", "" ], [ "E", "4", "South", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "E", "4", "South", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "E", "4", "South", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "E‐4 East 1", "", "", "", "", "Rooftop Wall Elevation to balcony above E‐3", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "4", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "4", "East", "1", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "E", "4", "East", "1", "Wall", "Railing", "Proprietary", "", "A", "3", "", "", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "E‐4 West 1", "", "", "", "", "Single Story Wall Elevation and balcony above", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "4", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "4", "West", "1", "Wall", "Cover", "Dash", "", "B", "2", "", "The dash above the doorway is starting to delaminate and\nminor cracks are present", "", "" ], [ "E", "4", "West", "1", "Wall", "Doorways", "Timber", "", "C", "3", "", "Timber T&G board varnish is peeling off", "", "" ], [ "E", "4", "West", "1", "Wall", "Doorways", "Timber", "", "C", "3", "", "Soffit has numerous redundant holes and varnish is peeling\noff", "", "" ], [ "E", "4", "West", "1", "Wall", "Doorways", "Rendered", "", "C", "3", "", "Redundant fixing points are starting to corrode", "", "" ], [ "E", "4", "West", "1", "Wall", "Doors", "Metal", "", "B", "2", "", "Wear and tear", "", "" ], [ "E", "4", "West", "1", "Wall", "Railing", "Proprietary", "", "B", "3", "", "Wear and tear", "", "" ], [ "E", "4", "West", "1", "Wall", "Ramps", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "E‐4 Balcony 1", "", "", "", "", "Flat Roof abutting B‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "4", "Balcony", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "4", "Balcony", "1", "Balcony", "Cover", "GRP", "", "A", "3", "", "Detritus and standing water is present", "", "" ], [ "E", "4", "Balcony", "1", "Balcony", "Eaves/Fascia", "Timber", "", "C", "2", "", "Paint is delaminating from the boards", "", "" ], [ "E", "4", "Balcony", "1", "Balcony", "Soffit", "Soffit Brd", "", "C", "2", "", "Paint is severely delaminating from the boards and corrosion\nis affecting the fixings", "", "" ], [ "E", "4", "Balcony", "1", "Balcony", "RWP Guttering", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "E", "4", "Balcony", "1", "Balcony", "Top Abutment", "Lead", "", "C", "3", "", "Lead has not been trimmed and dressed suitably, lead is\nlifting in areas", "", "" ], [ "E", "4", "Balcony", "1", "Balcony", "Flashing", "GRP", "", "D", "1", "", "Flashings have not been completed around some sections of\nthe piers on the balcony level", "", "" ], [ "E", "4", "Balcony", "1", "Balcony", "Capping", "Concrete", "", "C", "2", "", "Pointing has broken away leaving gaps between capping", "", "" ], [ "E", "4", "Balcony", "1", "Balcony", "Railing", "Proprietary", "", "A", "3", "", "", "", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "E‐5 South 1", "", "", "", "", "Single Story Wall Elevation in Courtyard partly above E‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "5", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "5", "South", "1", "Wall", "Cover", "Dash", "", "B", "3", "", "", "", "" ], [ "E", "5", "South", "1", "Wall", "Window Apertures", "Rendered", "", "C", "3", "", "Cracking and partial failure of the render adjacent to the\nwindow sill", "", "" ], [ "E", "5", "South", "1", "Wall", "Windows", "UPVC", "", "B", "3", "", "", "", "" ], [ "E", "5", "South", "1", "Wall", "Sills", "Concrete", "", "B", "3", "", "", "", "" ], [ "E", "5", "South", "1", "Wall", "Pathways", "Slabs", "", "C", "2", "", "Vegetation growth and some unevenness", "", "" ], [ "E", "5", "South", "1", "Wall", "Fixings", "Metal", "", "A", "3", "", "(Trellis)", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "E‐5 West 1", "", "", "", "", "Single Story Wall Elevation in Courtyard partly above E‐6", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "5", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "5", "West", "1", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "E", "5", "West", "1", "Wall", "Window Apertures", "Rendered", "", "A", "3", "", "", "", "" ], [ "E", "5", "West", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "E", "5", "West", "1", "Wall", "Sills", "Concrete", "", "B", "3", "", "", "", "" ], [ "E", "5", "West", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured. Vegetation is growing in the\ngutters", "", "" ], [ "E", "5", "West", "1", "Wall", "Fixings", "Proprietary", "", "B", "2", "", "School Bell", "", "" ], [ "E", "5", "West", "1", "Wall", "Pathways", "Slabs", "", "C", "2", "", "Vegetation growth and some unevenness", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "E‐5 Roof 1", "", "", "", "", "Flat Roof abutting E‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "5", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "5", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "C", "2", "", "Detritus and lichen is present. Standing water is present", "", "" ], [ "E", "5", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "B", "2", "", "Paint has started delaminated", "", "" ], [ "E", "5", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "D", "2", "", "Paint is delaminating from the boards", "", "" ], [ "E", "5", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured. Vegetation is growing in the\ngutters", "", "" ], [ "E", "5", "Roof", "1", "Roof", "Flashing", "Lead", "", "A", "3", "", "", "", "" ], [ "E", "5", "Roof", "1", "Roof", "Roof Lights", "Metal", "", "A", "3", "", "", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "E‐6 South 1", "", "", "", "", "Single Story Wall Elevation in Courtyard", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "6", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "6", "South", "1", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "E", "6", "South", "1", "Wall", "Doorways", "Rendered", "", "A", "3", "", "", "", "" ], [ "E", "6", "South", "1", "Wall", "Doors", "UPVC", "", "A", "3", "", "", "", "" ], [ "E", "6", "South", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured. Vegetation is growing in the\ngutters", "", "" ], [ "E", "6", "South", "1", "Wall", "Fixings", "Timber", "", "C", "2", "", "Trellis", "", "" ], [ "E", "6", "South", "1", "Wall", "Pathways", "Slabs", "", "C", "2", "", "Vegetation growth and some unevenness", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "E‐6 North 1", "", "", "", "", "Single Story Wall Elevation in Courtyard Includes staircase", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "6", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "6", "North", "1", "Wall", "Cover", "Dash", "80%", "B", "3", "", "Cracking is visible where movement joints have not been\ninstalled all the way to DPC bell mold", "", "" ], [ "E", "6", "North", "1", "Wall", "Cover", "Brick", "20%", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water", "", "" ], [ "E", "6", "North", "1", "Wall", "Window Apertures", "Rendered", "", "C", "2", "", "There is corrosion to the lintel above some window openings", "", "" ], [ "E", "6", "North", "1", "Wall", "Windows", "Timber", "", "D", "2", "", "Timber frames are starting to deteriorate", "", "" ], [ "E", "6", "North", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "E", "6", "North", "1", "Wall", "Doorways", "Rendered", "", "B", "3", "", "One frame removed", "", "" ], [ "E", "6", "North", "1", "Wall", "Doors", "Timber", "", "D", "2", "", "Timber Doors/frames are starting to deteriorate. Door to the\nStaircase/Bridge has been removed", "", "" ], [ "E", "6", "North", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "E", "6", "North", "1", "Wall", "Parapets", "Brick", "", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water", "", "" ], [ "E", "6", "North", "1", "Wall", "Penetrations", "Services", "", "C", "3", "", "Penetrations have not been sealed around", "", "" ], [ "E", "6", "North", "1", "Wall", "Pathways", "Slabs", "", "D", "2", "", "Considerable vegetation growth, uneven surface", "", "" ], [ "E", "6", "North", "1", "Wall", "Staircase/Bridge", "Aluminium", "", "A", "2", "", "", "", "" ] ], "row_count": 13, "col_count": 14 }, { "headers": [ "E‐6 Roof 1", "", "", "", "", "Flat Roof abutting B‐1, E‐5, E‐2, H‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "E", "6", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "E", "6", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "C", "2", "", "Detritus and lichen is present in areas", "", "" ], [ "E", "6", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "B", "2", "", "Paint has started delaminated", "", "" ], [ "E", "6", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "C", "2", "", "Paint is delaminating from the boards", "", "" ], [ "E", "6", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "2", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "E", "6", "Roof", "1", "Roof", "Flashing", "Lead", "", "C", "2", "", "Deterioration of the lead flashing is visible", "", "" ], [ "E", "6", "Roof", "1", "Roof", "Parapets", "Brick", "", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water", "", "" ], [ "E", "6", "Roof", "1", "Roof", "Roof Lights", "Metal", "", "A", "3", "", "Wear and tear", "", "" ], [ "E", "6", "Roof", "1", "Roof", "Capping", "Concrete", "", "A", "3", "", "(Around the steps)", "", "" ], [ "E", "6", "Roof", "1", "Roof", "Penetrations", "Proprietary", "", "A", "3", "", "Vent cowls", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "F‐1 South 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "F", "1", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "F", "1", "South", "1", "Wall", "", "Brick", "", "C", "3", "", "Local areas of pointing have deteriorated, including directly\nabove the lintels", "", "" ], [ "F", "1", "South", "1", "Wall", "Windows", "UPVC", "", "C", "3", "", "Seals have started to breakdown around the casements in\nplaces", "", "" ], [ "F", "1", "South", "1", "Wall", "Windows", "UPVC", "", "C", "3", "", "Lichen has started to grow on some frames where mastic\nsealant has broken down, and frame seal is incomplete", "", "" ], [ "F", "1", "South", "1", "Wall", "Windows", "UPVC", "", "C", "3", "", "Light corrosion has started to the lintels", "", "" ], [ "F", "1", "South", "1", "Wall", "Sills", "Brick", "", "B", "3", "", "some pointing is failing locally", "", "" ], [ "F", "1", "South", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "3", "", "Different coloured plastic parts have been used to affect\nrepairs", "", "" ], [ "F", "1", "South", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "3", "", "Non‐stainless steel fixings are corroding and brackets are\nbroken and missing in places", "", "" ], [ "F", "1", "South", "1", "Wall", "Fixings", "Metal", "", "D", "1", "", "Light fittings are heavily corroded and damaged", "", "" ], [ "F", "1", "South", "1", "Wall", "Pathways", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "F‐1 East 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "F", "1", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "F", "1", "East", "1", "Wall", "Cover", "Brick", "", "C", "3", "", "Local areas of pointing have deteriorated, including directly\nabove the lintels", "", "" ], [ "F", "1", "East", "1", "Wall", "Windows", "UPVC", "", "C", "2", "", "Seals have started to breakdown around the casements in\nplaces", "", "" ], [ "F", "1", "East", "1", "Wall", "Windows", "UPVC", "", "C", "2", "", "Lichen has started to grow on some frames where mastic\nsealant has broken down, and frame seal is incomplete", "", "" ], [ "F", "1", "East", "1", "Wall", "Windows", "UPVC", "", "C", "2", "", "Light corrosion has started to the lintels", "", "" ], [ "F", "1", "East", "1", "Wall", "Windows", "UPVC", "", "C", "2", "", "End cap missing from the plastic sub‐sill", "", "" ], [ "F", "1", "East", "1", "Wall", "Sills", "Brick", "", "C", "2", "", "Pointing has failed between sill bricks in places", "", "" ], [ "F", "1", "East", "1", "Wall", "Doorways", "Brick", "", "C", "3", "", "Mastic has debonded around the doorframe", "Yes", "" ], [ "F", "1", "East", "1", "Wall", "Doorways", "Brick", "", "C", "2", "", "Light corrosion has started to the lintels", "", "" ], [ "F", "1", "East", "1", "Wall", "Doors", "UPVC", "", "A", "2", "", "", "", "" ], [ "", "", "", "", "Wall", "RWP Downpipes", "Plastic", "", "C", "2", "", "Different coloured plastic parts have been used to affect\nrepairs", "", "" ], [ "F", "1", "East", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "1", "", "Pipe connection to gutter has hailed in locations", "Yes", "" ], [ "F", "1", "East", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "2", "", "Non‐stainless steel fixings are corroding", "", "" ], [ "F", "1", "East", "1", "Wall", "Fixings", "Metal", "", "D", "1", "", "Light fittings are heavily corroded and damaged", "", "" ], [ "F", "1", "East", "1", "Wall", "Fixings", "Plastic", "", "B", "3", "", "(Bulkhead lights)", "", "" ], [ "F", "1", "East", "1", "Wall", "Pathways", "Concrete", "", "B", "", "", "", "", "" ] ], "row_count": 16, "col_count": 14 }, { "headers": [ "F‐1 North 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "F", "1", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "F", "1", "North", "1", "Wall", "", "Brick", "", "C", "3", "", "Local areas of pointing have deteriorated, including directly\nabove the lintels", "", "" ], [ "F", "1", "North", "1", "Wall", "Windows", "UPVC", "", "C", "2", "", "Seals have started to breakdown around the casements in\nplaces", "", "" ], [ "F", "1", "North", "1", "Wall", "Windows", "UPVC", "", "C", "2", "", "Lichen has started to grow on some frames where mastic\nsealant has broken down, and frame seal is incomplete", "", "" ], [ "F", "1", "North", "1", "Wall", "Windows", "UPVC", "", "C", "2", "", "Light corrosion has started to the lintels", "", "" ], [ "F", "1", "North", "1", "Wall", "Sills", "Brick", "", "B", "2", "", "pointing has started to deteriorate", "", "" ], [ "F", "1", "North", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "2", "", "Different coloured plastic parts have been used to affect\nrepairs", "", "" ], [ "F", "1", "North", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "2", "", "Non‐stainless steel fixings are corroding", "", "" ], [ "F", "1", "North", "1", "Wall", "Fixings", "Metal", "", "D", "1", "", "Light fittings are heavily corroded and damaged", "", "" ], [ "F", "1", "North", "1", "Wall", "Pathways", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "F‐1 West 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "F", "1", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "F", "1", "West", "1", "Wall", "", "Brick", "", "C", "3", "", "Local areas of pointing have deteriorated, including directly\nabove the lintels", "", "" ], [ "F", "1", "West", "1", "Wall", "Windows", "UPVC", "", "C", "2", "", "Seals have started to breakdown around the casements in\nplaces", "", "" ], [ "F", "1", "West", "1", "Wall", "Windows", "UPVC", "", "C", "2", "", "Lichen has started to grow on some frames where mastic\nsealant has broken down", "", "" ], [ "F", "1", "West", "1", "Wall", "Sills", "Brick", "", "C", "3", "", "Chipped brick on sill and some breakdown of the pointing\nlocally", "", "" ], [ "F", "1", "West", "1", "Wall", "Doorways", "Brick", "", "C", "3", "", "Light corrosion has started to the lintels", "", "" ], [ "F", "1", "West", "1", "Wall", "Doorways", "Brick", "", "C", "3", "", "Mastic has debonded around the doorframe", "Yes", "" ], [ "F", "1", "West", "1", "Wall", "Doors", "Plastic", "", "C", "2", "", "Pitting on the door furniture", "", "" ], [ "F", "1", "West", "1", "Wall", "RWP Downpipes", "Plastic", "", "B", "3", "", "Lichen and staining is evident", "", "" ], [ "F", "1", "West", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "2", "", "Non‐stainless steel fixings are corroding", "", "" ], [ "F", "1", "West", "1", "Wall", "Fixings", "Metal", "", "D", "1", "", "Light fittings are heavily corroded and damaged", "", "" ], [ "F", "1", "West", "1", "Wall", "Fixings", "Plastic", "", "B", "2", "", "(Bulkhead lights)", "", "" ], [ "F", "1", "West", "1", "Wall", "Pathways", "Slabs", "", "B", "3", "", "", "", "" ] ], "row_count": 13, "col_count": 14 }, { "headers": [ "F‐1 West 2", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "F", "1", "West", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "F", "1", "West", "2", "Wall", "", "Brick", "", "C", "3", "", "Local areas of pointing have deteriorated, including directly\nabove the lintels", "", "" ], [ "F", "1", "West", "2", "Wall", "Windows", "UPVC", "", "B", "2", "", "Seals have started to shrink back around the glazing", "", "" ], [ "F", "1", "West", "2", "Wall", "Windows", "UPVC", "", "C", "3", "", "Mastic has failed around the frame and lichen growth is\nevident", "", "" ], [ "F", "1", "West", "2", "Wall", "Sills", "Brick", "", "C", "3", "", "Chipped brick on sill and some breakdown of the pointing\nlocally", "", "" ], [ "F", "1", "West", "2", "Wall", "Doors", "Plastic", "", "C", "3", "", "Pitting on the door furniture", "", "" ], [ "F", "1", "West", "2", "Wall", "RWP Downpipes", "Plastic", "", "B", "2", "", "Lichen and staining is evident", "", "" ], [ "F", "1", "West", "2", "Wall", "RWP Downpipes", "Plastic", "", "C", "3", "", "Non‐stainless steel fixings are corroding", "", "" ], [ "F", "1", "West", "2", "Wall", "Fixings", "Metal", "", "D", "1", "", "Light fittings are heavily corroded and damaged", "", "" ], [ "F", "1", "West", "2", "Wall", "Fixings", "Plastic", "", "B", "2", "", "(Bulkhead lights)", "", "" ], [ "F", "1", "West", "2", "Wall", "Pathways", "Slabs", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "F‐1 Roof 1", "", "", "", "", "Pitched Roof abutting Valley connection to K‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "F", "1", "Roof", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "F", "1", "Roof", "2", "Roof", "Cover", "Concrete", "", "B", "3", "", "", "", "" ], [ "F", "1", "Roof", "2", "Roof", "Ridge", "Concrete", "", "B", "3", "", "", "", "" ], [ "F", "1", "Roof", "2", "Roof", "Hip", "Concrete", "", "B", "3", "", "", "", "" ], [ "F", "1", "Roof", "2", "Roof", "Valley", "Lead", "", "C", "3", "", "Vegetation is growing around the valley interface with F‐2\nRoof 1", "", "" ], [ "F", "1", "Roof", "2", "Roof", "Eaves/Fascia", "UPVC", "", "C", "3", "", "Joint strips missing,", "", "" ], [ "F", "1", "Roof", "2", "Roof", "Soffit", "Soffit Brd", "", "C", "3", "", "Lichen growth is significant to the soffit is places", "", "" ], [ "F", "1", "Roof", "2", "Roof", "Barge Board", "UPVC", "", "C", "3", "", "", "", "" ], [ "F", "1", "Roof", "2", "Roof", "RWP Guttering", "Plastic", "", "C", "2", "", "Non stainless steel fixings are corroding,", "", "" ], [ "F", "1", "Roof", "2", "Roof", "RWP Guttering", "Plastic", "", "C", "1", "", "Brackets are missing and connections are working loose in\nplaces", "Yes", "" ], [ "F", "1", "Roof", "2", "Roof", "Verge", "Cement", "", "C", "2", "", "Verge mortar is cracking and some verge clip has bent", "", "" ], [ "F", "1", "Roof", "2", "Roof", "Penetrations", "Plastic", "", "B", "2", "", "", "", "" ] ], "row_count": 12, "col_count": 14 }, { "headers": [ "F‐2 South 1", "", "", "", "", "Single Story Wall Elevation partly above K‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "F", "2", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "F", "2", "South", "1", "Wall", "Windows", "Aluminium", "", "A", "3", "", "", "", "" ], [ "F", "2", "South", "1", "Wall", "Sills", "Brick", "", "C", "3", "", "Local areas of pointing have deteriorated, including directly\nabove the lintels", "", "" ], [ "F", "2", "South", "1", "Wall", "Doorways", "Brick", "", "C", "3", "", "Light corrosion has started to the lintels", "", "" ], [ "F", "2", "South", "1", "Wall", "Doors", "Metal", "", "C", "2", "", "Mechanical damage to the frame, seals are broken locally", "", "" ], [ "F", "2", "South", "1", "Wall", "Doors", "Metal", "", "C", "2", "", "Pitting to the door furniture", "", "" ], [ "F", "2", "South", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "2", "", "Combination of coloured fittings have been used to affect\nrepairs", "", "" ], [ "F", "2", "South", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "2", "", "Brackets are broken and missing", "", "" ], [ "F", "2", "South", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "2", "", "Non‐stainless steel fixings are corroding", "", "" ], [ "F", "2", "South", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ], [ "F", "2", "South", "1", "Wall", "Pathways", "Slabs", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "F‐2 North 1", "", "", "", "", "Single Story Wall Elevation partly above K‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "F", "2", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "F", "2", "North", "1", "Wall", "Windows", "Aluminium", "", "A", "3", "", "", "", "" ], [ "F", "2", "North", "1", "Wall", "Sills", "Brick", "", "C", "3", "", "Local areas of pointing have deteriorated, including directly\nabove the lintels", "", "" ], [ "F", "2", "North", "1", "Wall", "Doorways", "Brick", "", "C", "3", "", "Corrosion has started to the lintels", "", "" ], [ "F", "2", "North", "1", "Wall", "Doors", "Metal", "", "C", "2", "", "Heavy pitting on the furniture, and corrosion on the Hinges", "", "" ], [ "F", "2", "North", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "2", "", "Combination of coloured fittings have been used to affect\nrepairs", "", "" ], [ "F", "2", "North", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "2", "", "Brackets are broken and missing", "", "" ], [ "F", "2", "North", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "2", "", "Non‐stainless steel fixings are corroding", "", "" ], [ "F", "2", "North", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "", "", "" ], [ "F", "2", "North", "1", "Wall", "Pathways", "Slabs", "", "B", "3", "", "", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "F‐2 West 1", "", "", "", "", "Rooftop Wall Elevation (Small parapet ) above F‐2 Roof (also C‐3 East 1)", "", "", "", "", "", "", "", "" ], "rows": [ [ "F", "2", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "F", "2", "West", "1", "Wall", "Cover", "Brick", "", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water", "", "" ], [ "F", "2", "West", "1", "Wall", "Capping", "Concrete", "", "A", "3", "", "", "", "" ], [ "F", "2", "West", "1", "Wall", "Flashing", "Lead", "", "A", "3", "", "", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "F‐2 Roof 1", "", "", "", "", "Pitched Roof partly abutting C‐1 & C‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "F", "2", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "F", "2", "Roof", "1", "Roof", "Cover", "Concrete", "", "B", "3", "", "Repairs have been undertaken to concrete tiles", "", "" ], [ "F", "2", "Roof", "1", "Roof", "Ridge", "Concrete", "", "A", "3", "", "", "", "" ], [ "F", "2", "Roof", "1", "Roof", "Valley", "Lead", "", "C", "2", "", "Vegetation is growing around the valley interface with F‐1\nRoof 1", "", "" ], [ "F", "2", "Roof", "1", "Roof", "Eaves/Fascia", "UPVC", "", "A", "3", "", "", "", "" ], [ "F", "2", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "A", "3", "", "", "", "" ], [ "F", "2", "Roof", "1", "Roof", "RWP Guttering", "Plastic", "", "C", "3", "", "Combination of coloured fittings have been used to affect\nrepairs", "", "" ], [ "F", "2", "Roof", "1", "Roof", "RWP Guttering", "Plastic", "", "C", "3", "", "Brackets are broken and missing", "", "" ], [ "F", "2", "Roof", "1", "Roof", "RWP Guttering", "Plastic", "", "C", "3", "", "Non‐stainless steel fixings are corroding", "", "" ], [ "F", "2", "Roof", "1", "Roof", "Bottom abutment", "GRP", "", "B", "3", "", "(GRP box gutter below C‐1 North & C‐2 South)", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "G‐1 South 1", "", "", "", "", "Single Story Wall Elevation Gable End", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "1", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "1", "South", "1", "Wall", "Cover", "Rendered", "", "D", "1", "", "Crazing widespread to render, with local areas of de‐bonding", "", "" ], [ "G", "1", "South", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ], [ "G", "1", "South", "1", "Wall", "Penetrations", "Metal", "", "B", "2", "", "Wear and tear", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "G‐1 East 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "1", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "1", "East", "1", "Wall", "", "Rendered", "", "D", "2", "", "Crazing and cracks to render, with local areas of de‐bonded\nand spalling.", "", "" ], [ "G", "1", "East", "1", "Wall", "", "Rendered", "", "D", "2", "", "Minor damage to corner beads and sections broken off at\ndetails", "", "" ], [ "G", "1", "East", "1", "Wall", "Windows", "UPVC", "", "C", "3", "", "Seals around glazing units have mastic repairs. Some units\nare marked/soiled", "", "" ], [ "G", "1", "East", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "G", "1", "East", "1", "Wall", "RWP Downpipes", "Plastic", "", "D", "2", "", "Broken and missing brackets on the down water pipes, non\nstainless steel fixing are corroding. Failed connections\nbetween guttering and down pipes. Blocked gullies", "Yes", "" ], [ "G", "1", "East", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "G‐1 North 1", "", "", "", "", "Single Story Wall Elevation (Small)", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "1", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "1", "North", "1", "Wall", "", "Rendered", "", "D", "2", "", "Crazing and cracks to render, with local areas of de‐bonded\nand spalling", "", "" ], [ "G", "1", "North", "1", "Wall", "Fixings", "Metal", "", "C", "2", "", "Corroding redundant fixing to be removed", "", "" ], [ "G", "1", "North", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "G‐1 Roof 1", "", "", "", "", "Single Story Pitched Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "1", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "1", "Roof", "1", "Roof", "Cover", "Metal", "", "B", "2", "", "Aging metal cladding has corrosion widespread and\n(presumed 'Plastisol' coating) has started to delaminate from\nthe lower roofline extending to 150mm upwards; some\nremedial works have been undertaken", "", "Yes" ], [ "G", "1", "Roof", "1", "Roof", "Ridge", "Metal", "", "C", "2", "", "Aging metal cladding has corrosion widespread", "", "Yes" ], [ "G", "1", "Roof", "1", "Roof", "Side Abutment", "Metal", "", "C", "2", "", "Render failed in one area above the flashing on the high level\nroof G‐2 South 1", "", "" ], [ "G", "1", "Roof", "1", "Roof", "Top Abutment", "Lead", "", "A", "2", "", "", "", "" ], [ "G", "1", "Roof", "1", "Roof", "Barge Board", "Metal", "", "B", "2", "", "Minor deformation in places", "", "" ], [ "G", "1", "Roof", "1", "Roof", "Barge Board", "Metal", "", "B", "2", "", "Exposed softwood timber grounds", "", "" ], [ "G", "1", "Roof", "1", "Roof", "Eaves/fascia", "UPVC", "", "B", "2", "", "End cap loose in one place , generally discolored", "", "" ], [ "G", "1", "Roof", "1", "Roof", "RWP Guttering", "Metal", "", "B", "2", "", "Lichen and discoloration", "", "" ], [ "G", "1", "Roof", "1", "Roof", "Penetrations", "Proprietary", "", "B", "2", "", "A/C cowl, fixings are heavily corroded", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "G‐2 South 1", "", "", "", "", "Rooftop Wall Elevation Gable End above G‐1 & G‐3 Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "2", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "2", "South", "1", "Wall", "Cover", "Rendered", "", "B", "2", "", "Numerous cracks to the walls, some larger than 3mm open", "", "" ], [ "G", "2", "South", "1", "Wall", "Cover", "Rendered", "", "C", "1", "", "Render failed in one area above the flashing on the high level\nroof G‐1 Roof 1", "Yes", "" ], [ "G", "2", "South", "1", "Wall", "Cover", "Rendered", "", "B", "2", "", "Staining and discolouration to the unpainted wall", "", "" ], [ "G", "2", "South", "1", "Wall", "Fixings", "Metal", "", "C", "2", "", "TV Aerial", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "G‐2 East 1", "", "", "", "", "Two Story Wall Elevation partly above G‐1 Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "2", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "2", "East", "1", "Wall", "", "Rendered", "", "D", "2", "", "Numerous cracks to the walls, some larger than 3mm open", "", "" ], [ "G", "2", "East", "1", "Wall", "", "Rendered", "", "D", "2", "", "Reveal has completely delaminated above one window and\nrender pieces are falling to the roof below", "", "" ], [ "G", "2", "East", "1", "Wall", "Windows", "UPVC", "", "B", "2", "", "Wear and tear", "", "" ], [ "G", "2", "East", "1", "Wall", "Sills", "Concrete", "", "B", "", "", "Discolouration and some minor chipping", "", "" ], [ "G", "2", "East", "1", "Wall", "Doorways", "Rendered", "", "C", "3", "", "Cracking and some delamination to the render adjacent to\nthe doorway", "", "" ], [ "G", "2", "East", "1", "Wall", "Doors", "UPVC", "", "B", "2", "", "Wear and tear", "", "" ], [ "G", "2", "East", "1", "Wall", "RWP Downpipes", "Metal", "", "D", "2", "", "Brackets are damaged and or missing in several locations", "", "" ], [ "G", "2", "East", "1", "Wall", "Pathways", "", "", "C", "2", "", "Blocked gully", "Yes", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "G‐2 North 1", "", "", "", "", "Two Story Wall Elevation Gable", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "2", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "2", "North", "1", "Wall", "", "Rendered", "", "C", "3", "", "Render damage to low level appears to be vehicle impact\ndamage", "", "" ], [ "G", "2", "North", "1", "Wall", "", "Rendered", "", "C", "3", "", "Minor cracking to the wall in several places", "", "" ], [ "G", "2", "North", "1", "Wall", "", "Rendered", "", "C", "3", "", "Discolouration and some minor chipping", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "G‐2 West 1", "", "", "", "", "Two Story Wall Elevation partly above G‐4 Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "2", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "2", "West", "1", "Wall", "Cover", "Rendered", "", "D", "1", "", "Numerous cracks to the walls, some larger than 3mm and\nevident movement", "", "" ], [ "G", "2", "West", "1", "Wall", "Window Apertures", "Rendered", "", "D", "1", "", "Reveal has completely delaminated above one window and\nrender pieces are falling to the ground below", "", "" ], [ "G", "2", "West", "1", "Wall", "Windows", "UPVC", "", "B", "2", "", "Wear and tear", "", "" ], [ "G", "2", "West", "1", "Wall", "Sills", "Concrete", "", "B", "2", "", "Discolouration and some minor chipping", "", "" ], [ "G", "2", "West", "1", "Wall", "Doorways", "Rendered", "", "C", "2", "", "Cracking and some delamination to the render adjacent to\nthe doorway", "", "" ], [ "G", "2", "West", "1", "Wall", "Doors", "UPVC", "", "B", "2", "", "Wear and tear", "", "" ], [ "G", "2", "West", "1", "Wall", "RWP Downpipes", "Metal", "", "D", "1", "", "Brackets are damaged and or missing in several locations,\nand denting to pipes appears to be from vehicles", "", "" ], [ "G", "2", "West", "1", "Wall", "Pathways", "Macadam", "", "C", "1", "", "Blocked gully", "Yes", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "G‐2 Roof 1", "", "", "", "", "Pitched Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "2", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "2", "Roof", "1", "Roof", "Cover", "Metal", "", "B", "2", "", "Aging metal cladding has corrosion widespread and\n(presumed 'Plastisol' coating) has started to delaminate from\nthe lower roofline extending to 100mm upwards", "", "" ], [ "G", "2", "Roof", "1", "Roof", "Ridge", "Metal", "", "C", "2", "", "Aging metal cladding has corrosion widespread", "", "" ], [ "G", "2", "Roof", "1", "Roof", "Barge Board", "Metal", "", "B", "2", "", "Minor deformation in places", "", "" ], [ "G", "2", "Roof", "1", "Roof", "Eaves/fascia", "Metal", "", "B", "2", "", "End cap loose in one place , generally discolored", "", "" ], [ "G", "2", "Roof", "1", "Roof", "RWP Guttering", "Metal", "", "B", "2", "", "Lichen and discoloration", "", "" ], [ "G", "2", "Roof", "1", "Roof", "Penetrations", "Proprietary", "", "B", "2", "", "A/C cowls have vegetation accumulating and fixings are\ncorroded", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "G‐3 South 1", "", "", "", "", "Single Story Wall Elevation abutting G‐1 & P‐2 East 1", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "3", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "3", "South", "1", "Wall", "Cover", "Cement", "", "B", "3", "", "Corrosion visible to the render bead above the door and\nscreen, and delamination cracks are starting to appear", "", "" ], [ "G", "3", "South", "1", "Wall", "Doors", "Metal", "", "B", "2", "", "", "", "" ], [ "G", "3", "South", "1", "Wall", "Screens", "Metal", "", "B", "2", "", "", "", "" ], [ "G", "3", "South", "1", "Wall", "Fixings", "Plastic", "", "B", "2", "", "(Light fitting)", "", "" ], [ "G", "3", "South", "1", "Wall", "Pathways", "Concrete", "", "B", "3", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "G‐3 North 1", "", "", "", "", "Single Story Wall Elevation abutting G‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "3", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "3", "North", "1", "Wall", "Cover", "Rendered", "", "C", "3", "", "Crack above the window in excess of 3mm and to the render\nband above. Remedial works are evident in the unpainted\nrender finish", "", "" ], [ "G", "3", "North", "1", "Wall", "Cover", "Rendered", "", "C", "3", "", "Small section of render broken off on corner at ground level", "", "" ], [ "G", "3", "North", "1", "Wall", "Windows", "UPVC", "", "B", "2", "", "", "", "" ], [ "G", "3", "North", "1", "Wall", "Sills", "Concrete", "", "B", "", "", "", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "G‐3 West 1", "", "", "", "", "Single Story Wall Elevation abutting P‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "3", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "3", "West", "1", "Wall", "", "Rendered", "", "C", "2", "", "Numerous cracks to the render, mainly above windows.\nLichen growth locally", "", "" ], [ "G", "3", "West", "1", "Wall", "Windows", "Aluminium", "", "B", "2", "", "", "", "" ], [ "G", "3", "West", "1", "Wall", "Sills", "Concrete", "", "B", "2", "", "Render has started to break away at the ends of the\nreveals/sills", "", "" ], [ "G", "3", "West", "1", "Wall", "Doorways", "Rendered", "", "C", "2", "", "Galvanised lintel above openings are starting to corrode", "", "" ], [ "G", "3", "West", "1", "Wall", "Doorways", "Rendered", "", "C", "2", "", "Mastic has debonded around the frame installation, moss\ngrowing at the threshold", "Yes", "" ], [ "G", "3", "West", "1", "Wall", "Doors", "Metal", "", "B", "2", "", "", "", "" ], [ "G", "3", "West", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "2", "", "Non‐stainless steel fixings are corroding on the gutter\nbrackets", "", "" ], [ "G", "3", "West", "1", "Wall", "Fixings", "Plastic", "", "B", "1", "", "Light fitting is old", "Yes", "" ], [ "G", "3", "West", "1", "Wall", "Pathways", "", "", "B", "3", "", "Combination of macadam and poorly interfaced concrete\nlooks unsightly", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "G‐3 Roof 1", "", "", "", "", "Roof abutting G‐1 Roof, G‐2, G‐4 Roof 1, P‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "3", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "3", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "B", "3", "", "Lichen, debris and old materials laying on the roof", "", "" ], [ "G", "3", "Roof", "1", "Roof", "Valley", "Mineral Felt", "", "C", "2", "", "Detritus and vegetation is starting to grow", "Yes", "" ], [ "G", "3", "Roof", "1", "Roof", "Eaves/Fascia", "UPVC", "", "B", "2", "", "No end cap has been fitted to the fascia abutting G‐1 South 1", "", "" ], [ "G", "3", "Roof", "1", "Roof", "Eaves/Fascia", "GRP", "", "B", "2", "", "Exposed plywood overhang is evident by G‐1 South 1 above\nthe doorway", "", "" ], [ "G", "3", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "B", "2", "", "Corrosion is evident to the soffit fixings", "", "" ], [ "G", "3", "Roof", "1", "Roof", "Flashing", "", "", "C", "3", "", "Flashings have been poorly finished to the barge board\nabutment to G‐1 South 1 above the doorway RHS", "", "" ], [ "G", "3", "Roof", "1", "Roof", "Flashing", "", "", "B", "2", "", "Wear and tear", "", "" ], [ "G", "3", "Roof", "1", "Roof", "RWP Hopper", "Metal", "", "B", "3", "", "Wear and tear", "", "" ], [ "G", "3", "Roof", "1", "Roof", "Roof Lights", "Proprietary", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "G‐4 North 1", "", "", "", "", "Single Story Wall Elevation (Small)", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "4", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "4", "North", "1", "Wall", "Cover", "Rendered", "", "C", "3", "", "Numerous cracks to the render emanating from the window\naperture generally", "", "" ], [ "G", "4", "North", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "G", "4", "North", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "G", "4", "North", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "G‐4 West 1", "", "", "", "", "Single Story Wall Elevation abutting P‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "4", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "4", "West", "1", "Wall", "Cover", "Rendered", "", "C", "3", "", "Cracking in a few places, render from replacement window\nfitting is starting to de‐bond at some of the reveal locations", "", "" ], [ "G", "4", "West", "1", "Wall", "Cover", "Rendered", "", "C", "3", "", "There are a couple of redundant metal fixings that are heavily\ncorroded", "", "" ], [ "G", "4", "West", "1", "Wall", "Windows", "Aluminium", "", "A", "3", "", "", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "G‐4 Roof 1", "", "", "", "", "Roof abutting G‐3 & G‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "G", "4", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "G", "4", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "A", "3", "", "", "", "" ], [ "G", "4", "Roof", "1", "Roof", "Eaves/fascia", "UPVC", "", "A", "3", "", "", "", "" ], [ "G", "4", "Roof", "1", "Roof", "Soffit", "Cement Brd", "", "B", "2", "", "Showing signs of age, with some sections of sealant\ndebonded in places", "", "" ], [ "G", "4", "Roof", "1", "Roof", "RWP Guttering", "Plastic", "", "B", "2", "", "Lichen present vegetation growing in the guttering", "Yes", "" ], [ "G", "4", "Roof", "1", "Roof", "RWP Guttering", "Plastic", "", "B", "2", "", "Non‐stainless steel fixings are corroding and bracket missing", "", "" ], [ "G", "4", "Roof", "1", "Roof", "Flashing", "Lead", "", "A", "3", "", "", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "H‐1 South 1", "", "", "", "", "Single Story Wall Elevation abutting H‐2 & H‐3", "", "", "", "", "", "", "", "" ], "rows": [ [ "H", "1", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "H", "1", "South", "1", "Wall", "Cover", "Dash", "90%", "C", "3", "", "Numerous cracks to the dash coating and render band at DPC", "", "" ], [ "H", "1", "South", "1", "Wall", "Cover", "Brick", "10%", "C", "3", "", "Local sections of pointing is breaking down", "", "" ], [ "H", "1", "South", "1", "Wall", "Window Apertures", "Rendered", "", "C", "2", "", "Softwood is exposed to the weather under the fascia and is\ndeteriorating", "", "" ], [ "H", "1", "South", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "H", "1", "South", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "H", "1", "South", "1", "Wall", "Doorways", "Brick", "", "C", "1", "", "Local sections of pointing is breaking down. The lintel over\nthe doorway (South side) has cracked and corrosion is visible\nalong the full width of the opening", "Yes", "" ], [ "H", "1", "South", "1", "Wall", "Doors", "Aluminium", "", "A", "3", "", "", "", "" ], [ "H", "1", "South", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "2", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "H", "1", "South", "1", "Wall", "Fixings", "Metal", "", "C", "2", "", "Redundant metal fixings are corroding into the wall", "", "" ], [ "H", "1", "South", "1", "Wall", "Penetrations", "Services", "", "C", "1", "", "Service pipes need to be sealed around", "Yes", "" ], [ "H", "1", "South", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 12, "col_count": 14 }, { "headers": [ "H‐1 East 1", "", "", "", "", "Rooftop Wall Elevation above C‐3 & C‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "H", "1", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "H", "1", "East", "1", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "H", "1", "East", "1", "Wall", "Fixings", "Plastic", "", "C", "3", "", "Fixings not secured on conduit", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "H‐1 North 1", "", "", "", "", "Single Story Wall Elevation abutting A‐6", "", "", "", "", "", "", "", "" ], "rows": [ [ "H", "1", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "H", "1", "North", "1", "Wall", "Cover", "Dash", "", "C", "2", "", "Cracks to reveals and face in a few places. A Couple of areas\nof spalling to the low level render band", "", "" ], [ "H", "1", "North", "1", "Wall", "Windows", "UPVC", "", "A", "2", "", "", "", "" ], [ "H", "1", "North", "1", "Wall", "Screens", "Timber", "", "C", "2", "", "Painted softwood shiplap timbers have delaminated paint\nand are starting to deteriorate", "", "" ], [ "H", "1", "North", "1", "Wall", "Screens", "UPVC", "", "C", "1", "", "Casement mechanisms are not closing the seals on some of\nthe units", "", "" ], [ "H", "1", "North", "1", "Wall", "Screens", "UPVC", "", "C", "2", "", "Cracking has occurred around the perimeter of the frames,\nthere is no mastic sealant applied", "", "" ], [ "H", "1", "North", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "H", "1", "North", "1", "Wall", "Doorways", "Rendered", "", "C", "2", "", "Cracking has occurred around the perimeter of the frame,\nthere is no mastic sealant applied", "", "" ], [ "H", "1", "North", "1", "Wall", "Doors", "Timber", "", "B", "2", "", "Wear and tear", "", "" ], [ "H", "1", "North", "1", "Wall", "Doors", "UPVC", "", "B", "2", "", "Wear and tear", "", "" ], [ "H", "1", "North", "1", "Wall", "RWP Downpipes", "Metal", "", "C", "2", "", "Corrosion is evident to al the downpipes and their fixings.", "", "" ], [ "H", "1", "North", "1", "Wall", "RWP Downpipes", "UPVC", "", "C", "2", "", "PVC pipes have been used to affect remedial works, fixings\nare corroding", "", "" ], [ "H", "1", "North", "1", "Wall", "Parapets", "GRP", "", "A", "3", "", "", "", "" ], [ "H", "1", "North", "1", "Wall", "Penetrations", "Services", "", "C", "1", "", "Waste water pipes have expending foam filler over spilling\nand have not been sealed", "Yes", "" ], [ "H", "1", "North", "1", "Wall", "Fixings", "Proprietary", "", "B", "2", "", "Light fittings", "", "" ], [ "H", "1", "North", "1", "Wall", "Pathways", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ], [ "H", "1", "North", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 17, "col_count": 14 }, { "headers": [ "H‐1 West 1", "", "", "", "", "Single Story Wall Elevation in Courtyard", "", "", "", "", "", "", "", "" ], "rows": [ [ "H", "1", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "H", "1", "West", "1", "Wall", "Cover", "Rendered", "40%", "A", "3", "", "", "", "" ], [ "H", "1", "West", "1", "Wall", "Cover", "Brick", "60%", "A", "3", "", "", "", "" ], [ "H", "1", "West", "1", "Wall", "Window Apertures", "Cement", "", "C", "2", "", "Corrosion is visible above one of the window openings", "", "" ], [ "H", "1", "West", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "H", "1", "West", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "H", "1", "West", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "H", "1", "West", "1", "Wall", "Penetrations", "Services", "", "A", "3", "", "", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "H‐1 Roof 1", "", "", "", "", "Flat Roof abutting E‐2, E‐6 & A‐6", "", "", "", "", "", "", "", "" ], "rows": [ [ "H", "1", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "H", "1", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "B", "2", "", "Detritus and vegetation is present. Numerous patch repairs\nundertaken, appearing to be roof lights removed and general\nrepairs", "", "" ], [ "H", "1", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "D", "1", "", "Small section of fascia has been completely displaced (by A‐\n6), exposing the timber grounds, rot is evident which will\nlikely be extending into the roof and parapet construction\nadjacent", "", "" ], [ "H", "1", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "C", "2", "", "Exposed softwood timber grounds are exposed to the\natmosphere and deterioration is evident", "", "" ], [ "H", "1", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "C", "2", "", "Lichen growth and discoloration is evident to sections of\nfascia", "", "" ], [ "H", "1", "Roof", "1", "Roof", "RWP Hopper", "Metal", "", "C", "3", "", "Lead outlets are not aligned nor well dressed to the cast iron\noutlets (South side)", "", "" ], [ "H", "1", "Roof", "1", "Roof", "Parapets", "Mineral Felt", "", "B", "2", "", "GRP trims", "", "" ], [ "H", "1", "Roof", "1", "Roof", "Flashing", "Lead", "", "C", "2", "", "Lead flashings have started to lift along the abutment with A‐\n6", "", "" ], [ "H", "1", "Roof", "1", "Roof", "Flashing", "Mineral Felt", "", "C", "2", "", "Flashings have been formed against the timber fascia board\nfor a section of E‐2 roof", "", "" ], [ "H", "1", "Roof", "1", "Roof", "Penetrations", "Services", "", "B", "2", "", "Accessed in line with the roof cover", "", "" ], [ "H", "1", "Roof", "1", "Roof", "Roof Lights", "Metal", "", "B", "3", "", "Repairs have been undertaken around installations", "", "" ], [ "H", "1", "Roof", "1", "Roof", "RWP Guttering", "Mineral Felt", "", "B", "2", "", "Accessed in line with the roof cover", "", "" ] ], "row_count": 12, "col_count": 14 }, { "headers": [ "H‐2 South 1", "", "", "", "", "Single Story 3 Wall Elevations abutting H‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "H", "2", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "H", "2", "South", "1", "Wall", "Cover", "Brick", "", "C", "2", "", "There are local area of pointing that have broken out and\nbricks locally displaced", "", "" ], [ "H", "2", "South", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ], [ "H", "2", "South", "1", "Wall", "Fixings", "Metal", "", "C", "3", "", "There are a number of redundant fixing and holes that need\nto be removed and sealed", "", "" ], [ "H", "2", "South", "1", "Wall", "Pathways", "Concrete", "", "B", "2", "", "Wear and tear", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "H‐2 Roof 1", "", "", "", "", "Flat Roof abutting H‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "H", "2", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "H", "2", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "C", "2", "", "Detritus", "", "" ], [ "H", "2", "Roof", "1", "Roof", "Eaves/Fascia", "Aluminium", "", "B", "3", "", "Aluminium Trim", "", "" ], [ "H", "2", "Roof", "1", "Roof", "Flashing", "Lead", "", "C", "2", "", "Discolouration and deterioration of the lead flashing is visible", "", "" ], [ "H", "2", "Roof", "1", "Roof", "Parapets", "Mineral Felt", "", "D", "2", "", "Poor flashing installation at the top of the parapet", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "H‐3 South 1", "", "", "", "", "Single Story 2 Wall Elevations abutting E‐2 & H‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "H", "3", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "H", "3", "South", "1", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "H", "3", "South", "1", "Wall", "Window Apertures", "Rendered", "", "A", "3", "", "", "", "" ], [ "H", "3", "South", "1", "Wall", "Windows", "Aluminium", "", "B", "2", "", "Minor oxidisation is present on the powder coating", "", "" ], [ "H", "3", "South", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "H", "3", "South", "1", "Wall", "Doorways", "Rendered", "", "B", "3", "", "Minor hairline crack is visible", "", "" ], [ "H", "3", "South", "1", "Wall", "Doors", "Aluminium", "", "B", "3", "", "Lichen is present on the seals", "", "" ], [ "H", "3", "South", "1", "Wall", "Fixings", "Metal", "", "C", "3", "", "Fixings for the handrail are corroding", "", "" ], [ "H", "3", "South", "1", "Wall", "Fixings", "Proprietary", "", "A", "3", "", "Light fitting", "", "" ], [ "H", "3", "South", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured. Includes hopper", "", "" ], [ "H", "3", "South", "1", "Wall", "Parapets", "Dash", "", "A", "3", "", "", "", "" ], [ "H", "3", "South", "1", "Wall", "Capping", "Concrete", "", "C", "2", "", "Mortar joints have broken out on some of the parapet\ncapping", "", "" ], [ "H", "3", "South", "1", "Wall", "Ramps", "Concrete", "", "C", "1", "", "There is a 25mm trip hazard at the bottom of the ramp", "", "" ], [ "H", "3", "South", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 14, "col_count": 14 }, { "headers": [ "H‐3 Roof 1", "", "", "", "", "Flat Roof abutting H‐1 & E‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "H", "3", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "H", "3", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "A", "2", "", "", "", "" ], [ "H", "3", "Roof", "1", "Roof", "Flashing", "Lead", "", "A", "2", "", "", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "J‐1 East 1", "", "", "", "", "Single Story Wall Elevation partly above K‐3", "", "", "", "", "", "", "", "" ], "rows": [ [ "J", "1", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "J", "1", "East", "1", "Wall", "Cover", "Dash", "", "C", "2", "", "Dash is old and has lost the chipping face, cracks are\nwidespread", "", "" ], [ "J", "1", "East", "1", "Wall", "Window Apertures", "Rendered", "", "C", "2", "", "Cracks are evident", "", "" ], [ "J", "1", "East", "1", "Wall", "Windows", "Timber", "", "D", "1", "", "Frames are deteriorating and starting to rot", "", "" ], [ "J", "1", "East", "1", "Wall", "Sills", "Timber", "", "D", "1", "", "Frames are deteriorating and starting to rot", "", "" ], [ "J", "1", "East", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "J", "1", "East", "1", "Wall", "Penetrations", "Services", "", "A", "2", "", "", "", "" ], [ "J", "1", "East", "1", "Wall", "Fixings", "Proprietary", "", "B", "2", "", "CCTV", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "J‐1 North 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "J", "1", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "J", "1", "North", "1", "Wall", "Cover", "Dash", "", "C", "2", "", "Dash is old and has lost chippings and one section has\ndebonded and broken off and the bottom of the bell cast\nmolding is chipped", "", "" ], [ "J", "1", "North", "1", "Wall", "Cover", "Dash", "", "C", "2", "", "Numerous redundant holes and fixing points have not been\nsealed", "", "" ], [ "J", "1", "North", "1", "Wall", "Window Apertures", "Concrete", "", "A", "3", "", "", "", "" ], [ "J", "1", "North", "1", "Wall", "Windows", "UPVC", "", "A", "2", "", "", "", "" ], [ "J", "1", "North", "1", "Wall", "Sills", "Concrete", "", "C", "3", "", "Cracks have resulted with an opening between the sill units", "", "" ], [ "J", "1", "North", "1", "Wall", "RWP Downpipes", "Plastic", "", "B", "2", "", "", "", "" ], [ "J", "1", "North", "1", "Wall", "Penetrations", "Metal", "", "C", "3", "", "Discolouration, damage and corrosion to grille covers", "", "" ], [ "J", "1", "North", "1", "Wall", "Fixings", "Services", "", "A", "2", "", "", "", "" ], [ "J", "1", "North", "1", "Wall", "Pathways", "Macadam", "", "B", "2", "", "Wear and tear", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "J‐1 West 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "J", "1", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "J", "1", "West", "1", "Wall", "Cover", "Dash", "", "C", "2", "", "Dash is old and has lost chippings and the bottom of the bell\ncast molding is chipped", "", "" ], [ "J", "1", "West", "1", "Wall", "Cover", "Dash", "", "C", "2", "", "Numerous redundant holes and fixing points have not been\nsealed", "", "" ], [ "J", "1", "West", "1", "Wall", "Window Apertures", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ], [ "J", "1", "West", "1", "Wall", "Windows", "UPVC", "", "C", "2", "", "Mastic sealant is pulling away from the frames or reveals in\nplaces", "", "" ], [ "J", "1", "West", "1", "Wall", "Sills", "Concrete", "", "C", "3", "", "Cracks have resulted with an opening between the sill units", "", "" ], [ "J", "1", "West", "1", "Wall", "RWP Downpipes", "Plastic", "", "B", "2", "", "Wear and tear", "", "" ], [ "J", "1", "West", "1", "Wall", "Penetrations", "Services", "", "C", "2", "", "Holes around the waste pipes have not been sealed,\nexpanding foam is exposed", "", "" ], [ "J", "1", "West", "1", "Wall", "Fixings", "Services", "", "B", "2", "", "Gas supply pipe", "", "" ], [ "J", "1", "West", "1", "Wall", "Pathways", "Macadam", "", "C", "3", "", "Surface has sunk local to drainage and services", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "J‐1 Roof 1", "", "", "", "", "Flat Roof abutting K‐1, J‐2, connected to D‐4 & K‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "J", "1", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "J", "1", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "C", "2", "", "Repairs have been undertaken to the junction between the\nGRP and Mineral felt. Grasses and vegetation is growing", "", "" ], [ "J", "1", "Roof", "1", "Roof", "Cover", "GRP", "", "C", "2", "", "Repairs have been undertaken to the junction between the\nGRP and Mineral felt", "", "" ], [ "J", "1", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "B", "2", "", "Wear and tear", "", "" ], [ "J", "1", "Roof", "1", "Roof", "Soffit", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ], [ "J", "1", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "J", "1", "Roof", "1", "Roof", "Roof Lights", "Metal", "", "A", "2", "", "", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "J‐2 West 1", "", "", "", "", "Rooftop Wall Elevation above D‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "J", "2", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "J", "2", "West", "1", "Wall", "Cover", "Dash", "40%", "C", "2", "", "Dash is delaminating and breaking off", "", "" ], [ "J", "2", "West", "1", "Wall", "Cover", "Rendered", "60%", "C", "2", "", "Render is rough and repairs have been undertaken", "", "" ], [ "J", "2", "West", "1", "Wall", "RWP Downpipes", "Metal", "", "D", "2", "", "Iron downpipes are corroded", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "J‐2 Roof 1", "", "", "", "", "Flat Roof abutting K‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "J", "2", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "J", "2", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "B", "2", "", "Vegetation is growing over the material", "", "" ], [ "J", "2", "Roof", "1", "Roof", "Eaves/Fascia", "Concrete", "", "C", "2", "", "Damaged/crack/spalling in places, reduced concrete cover to\nreinforcement", "", "" ], [ "J", "2", "Roof", "1", "Roof", "Soffit", "Concrete", "", "C", "2", "", "Damaged reduced concrete cover to reinforcement", "", "" ], [ "J", "2", "Roof", "1", "Roof", "RWP Guttering", "Mineral Felt", "", "B", "2", "", "Vegetation is growing over the material", "", "" ], [ "J", "2", "Roof", "1", "Roof", "Side Abutment", "Copper", "", "C", "2", "", "Flashings are damaged locally and are lifting", "", "" ], [ "J", "2", "Roof", "1", "Roof", "Roof Lights", "Metal", "", "A", "2", "", "", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "J‐3 West 1", "", "", "", "", "Single Story Wall Elevation in Courtyard", "", "", "", "", "", "", "", "" ], "rows": [ [ "J", "3", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "J", "3", "West", "1", "Wall", "Cover", "Rendered", "", "B", "3", "", "", "", "" ], [ "J", "3", "West", "1", "Wall", "Window Apertures", "Concrete", "", "D", "2", "", "Corrosion and spalling concrete to the lintels over the\nwindow openings have been painted", "", "" ], [ "J", "3", "West", "1", "Wall", "Windows", "UPVC", "", "C", "2", "", "First signs of weld failure to one window noted", "", "" ], [ "J", "3", "West", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "J", "3", "West", "1", "Wall", "Doorways", "Concrete", "", "A", "3", "", "", "", "" ], [ "J", "3", "West", "1", "Wall", "Screens", "UPVC", "", "C", "2", "", "First signs of weld failure to one window noted", "", "" ], [ "J", "3", "West", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "J", "3", "West", "1", "Wall", "Penetrations", "Services", "", "A", "3", "", "", "", "" ], [ "J", "3", "West", "1", "Wall", "Pathways", "Gravel", "", "A", "3", "", "", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "J‐3 Roof 1", "", "", "", "", "Flat Roof abutting L‐1, J‐2 and part of D‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "J", "3", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "J", "3", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "C", "2", "", "Standing water is present and repairs have been undertaken.\nDetritus and vegetation/lichen is present", "", "" ], [ "J", "3", "Roof", "1", "Roof", "Eaves/Fascia", "Concrete", "", "B", "3", "", "", "", "" ], [ "J", "3", "Roof", "1", "Roof", "Soffit", "Concrete", "", "C", "3", "", "Corrosion, with some cracking and spalling has been painted\nover", "", "" ], [ "J", "3", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "C", "3", "", "Small broken section at one end", "", "" ], [ "J", "3", "Roof", "1", "Roof", "Flashing", "Mineral Felt", "", "C", "2", "", "Standing water is present and repairs have been undertaken.\nDetritus and vegetation/lichen is present", "", "" ], [ "J", "3", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "J", "3", "Roof", "1", "Roof", "Roof Lights", "Metal", "", "B", "2", "", "", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "J‐4 North 1", "", "", "", "", "Single Story Wall Elevation in Courtyard", "", "", "", "", "", "", "", "" ], "rows": [ [ "J", "4", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "J", "4", "North", "1", "Wall", "Cover", "Brick", "10%", "A", "3", "", "", "", "" ], [ "J", "4", "North", "1", "Wall", "Screens", "UPVC", "90%", "A", "3", "", "", "", "" ], [ "J", "4", "North", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "J", "4", "North", "1", "Wall", "Doorways", "Brick", "", "A", "3", "", "", "", "" ], [ "J", "4", "North", "1", "Wall", "Doors", "Aluminium", "", "A", "3", "", "", "", "" ], [ "J", "4", "North", "1", "Wall", "Pathways", "Gravel", "", "A", "3", "", "", "", "" ], [ "J", "4", "North", "1", "Wall", "Ramps", "Concrete", "", "A", "3", "", "", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "J‐4 Roof 1", "", "", "", "", "Flat Roof abutting B‐1, B‐2 & M‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "J", "4", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "J", "4", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "C", "2", "", "Detritus, lichen and moss growth present", "", "" ], [ "J", "4", "Roof", "1", "Roof", "Eaves/Fascia", "Concrete", "", "D", "2", "", "Corrosion and spalling concrete to the lintels over the\nporch/doorway openings has been painted", "", "" ], [ "J", "4", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "J", "4", "Roof", "1", "Roof", "Flashing", "Lead", "50%", "B", "2", "", "Lead flashing lifting in places and some local damage, repairs\nundertaken", "", "" ], [ "J", "4", "Roof", "1", "Roof", "Flashing", "Mineral Felt", "50%", "C", "2", "", "Wear and tear", "", "" ], [ "J", "4", "Roof", "1", "Roof", "Roof Lights", "Metal", "", "B", "2", "", "Wear and tear", "", "" ], [ "J", "4", "Roof", "1", "Roof", "Penetrations", "Services", "", "B", "2", "", "Wear and tear", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "K‐1 East 1", "", "", "", "", "Rooftop Wall Elevation above K‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "1", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "1", "East", "1", "Wall", "Cover", "Dash", "", "C", "3", "", "Aggregate has substantially eroded from the surface", "", "" ], [ "K", "1", "East", "1", "Wall", "Window Apertures", "Concrete", "", "A", "3", "", "", "", "" ], [ "K", "1", "East", "1", "Wall", "Windows", "Timber", "", "D", "1", "", "Window frames are unpainted, boarded over and rotting", "", "" ], [ "K", "1", "East", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "K", "1", "East", "1", "Wall", "RWP Downpipes", "Plastic", "", "B", "3", "", "Wear and tear", "", "" ], [ "K", "1", "East", "1", "Wall", "Fixings", "Services", "", "B", "3", "", "Drainage pipes", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "K‐1 North 1", "", "", "", "", "Rooftop Wall Elevation above K‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "1", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "1", "North", "1", "Wall", "Cover", "Rendered", "", "B", "2", "", "Cracking is visible to the rendered walling, some repair works\nundertaken", "", "" ], [ "K", "1", "North", "1", "Wall", "Window Apertures", "Concrete", "", "B", "2", "", "Spalling concrete in local areas", "", "" ], [ "K", "1", "North", "1", "Wall", "Windows", "Timber", "", "D", "1", "", "Timber frames have lost their paint and are rotting", "", "" ], [ "K", "1", "North", "1", "Wall", "Sills", "Concrete", "", "C", "2", "", "Cracking is some sills", "", "" ], [ "K", "1", "North", "1", "Wall", "Screens", "Timber", "", "B", "3", "", "Wear and tear", "", "" ], [ "K", "1", "North", "1", "Wall", "Fixings", "Metal", "", "C", "2", "", "TV Ariel", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "K‐1 West 1", "", "", "", "", "Rooftop Wall Elevation above J‐1 & J‐2 & J‐3", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "1", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "1", "West", "1", "Wall", "Cover", "Dash", "", "C", "2", "", "Dash has extensive loss of aggregate, repairs have been\nundertaken to section adjacent to J‐3 roof flashings. There\nare cracks visible, including horizontally below the concrete\nsoffit", "", "" ], [ "K", "1", "West", "1", "Wall", "RWP Downpipes", "Plastic", "", "B", "2", "", "Wear and tear", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "K‐1 Roof 1", "", "", "", "", "Flat Roof abutting L‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "1", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "1", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "B", "2", "", "Standing water is present", "", "" ], [ "K", "1", "Roof", "1", "Roof", "Eaves/Fascia", "Concrete", "", "A", "3", "", "", "", "" ], [ "K", "1", "Roof", "1", "Roof", "Soffit", "Concrete", "", "C", "2", "", "Corrosion and spalling concrete in local areas, mainly one\nsection on the north elevation, but small sections East and\nWest", "", "" ], [ "K", "1", "Roof", "1", "Roof", "RWP Guttering", "Mineral Felt", "", "B", "2", "", "Vegetation is growing in the channel guttering", "", "" ], [ "K", "1", "Roof", "1", "Roof", "Flashing", "Metal", "", "A", "3", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "K‐2 East 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "2", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "2", "East", "1", "Wall", "Cover", "Dash", "", "B", "3", "", "Local crack above one window", "", "" ], [ "K", "2", "East", "1", "Wall", "Window Apertures", "Rendered", "", "A", "3", "", "", "", "" ], [ "K", "2", "East", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "K", "2", "East", "1", "Wall", "Sills", "UPVC", "", "A", "3", "", "", "", "" ], [ "K", "2", "East", "1", "Wall", "RWP Downpipes", "Aluminium", "", "A", "3", "", "", "", "" ], [ "K", "2", "East", "1", "Wall", "Fixings", "Proprietary", "", "B", "3", "", "Light fitting have oxidation and corrosion evident", "", "" ], [ "K", "2", "East", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "K‐2 East 2", "", "", "", "", "Rooftop Wall Elevation above A‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "2", "East", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "2", "East", "2", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "K", "2", "East", "2", "Wall", "Fixings", "Proprietary", "", "A", "3", "", "(Sounder)", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "K‐2 North 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "2", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "2", "North", "1", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "K", "2", "North", "1", "Wall", "Window Apertures", "Rendered", "", "C", "2", "", "Foam fill is visible along the top of the window frames, not\nsealed", "", "" ], [ "K", "2", "North", "1", "Wall", "Windows", "UPVC", "", "A", "2", "", "", "", "" ], [ "K", "2", "North", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "K", "2", "North", "1", "Wall", "Screens", "Timber", "", "A", "3", "", "", "", "" ], [ "K", "2", "North", "1", "Wall", "Penetrations", "Metal", "", "C", "2", "", "Discolouration, damage and corrosion to grille covers", "", "" ], [ "K", "2", "North", "1", "Wall", "Fixings", "Proprietary", "", "B", "2", "", "Light fittings", "", "" ], [ "K", "2", "North", "1", "Wall", "Pathways", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "K‐2 North 2", "", "", "", "", "Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "2", "North", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "2", "North", "2", "Wall", "Cover", "Dash", "", "B", "3", "", "Cracking to high level locally", "", "" ], [ "K", "2", "North", "2", "Wall", "Sills", "Concrete", "", "C", "1", "", "Concrete threshold has been overlaid at the doorway and has\nbroken up and falling off", "", "" ], [ "K", "2", "North", "2", "Wall", "Doorways", "Concrete", "", "A", "3", "", "", "", "" ], [ "K", "2", "North", "2", "Wall", "Doors", "UPVC", "", "C", "2", "", "Oxidisation is evident below the powdered coated surface of\nthe door furniture", "", "" ], [ "K", "2", "North", "2", "Wall", "RWP Downpipes", "Aluminium", "", "C", "2", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "K", "2", "North", "2", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "K‐2 North 3", "", "", "", "", "Rooftop Wall Elevation above K‐3", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "2", "North", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "2", "North", "2", "Wall", "Cover", "Dash", "", "C", "2", "", "Dash has widespread loss of the aggregate", "", "" ], [ "K", "2", "North", "2", "Wall", "Window Apertures", "Rendered", "", "B", "3", "", "Wear and tear", "", "" ], [ "K", "2", "North", "2", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "K‐2 West 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "2", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "2", "West", "1", "Wall", "Cover", "Dash", "", "C", "3", "", "Cracking to high level below the eaves locally", "", "" ], [ "K", "2", "West", "1", "Wall", "Window Apertures", "Rendered", "", "A", "3", "", "", "", "" ], [ "K", "2", "West", "1", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "K", "2", "West", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "K", "2", "West", "1", "Wall", "Sills", "UPVC", "", "A", "3", "", "", "", "" ], [ "K", "2", "West", "1", "Wall", "Doorways", "Rendered", "", "A", "2", "", "", "", "" ], [ "K", "2", "West", "1", "Wall", "Doors", "UPVC", "", "A", "2", "", "", "", "" ], [ "K", "2", "West", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured. Connections between various\nsizes have been improvised from the hopper", "", "" ], [ "K", "2", "West", "1", "Wall", "Fixings", "Proprietary", "", "B", "2", "", "Light fittings", "", "" ], [ "K", "2", "West", "1", "Wall", "Penetrations", "Services", "", "B", "2", "", "Gas Supply", "", "" ], [ "K", "2", "West", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 12, "col_count": 14 }, { "headers": [ "K‐2 West 2", "", "", "", "", "Rooftop Wall Elevation above K‐3", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "2", "West", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "2", "West", "2", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "K", "2", "West", "2", "Wall", "RWP Downpipes", "Aluminium", "", "A", "3", "", "", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "K‐2 Roof 1", "", "", "", "", "Flat Roof abutting K‐1 and connecting to K‐5 & J‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "2", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "2", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "C", "2", "", "Detritus, standing water and repairs are covering large areas\nof this roof section", "", "" ], [ "K", "2", "Roof", "1", "Roof", "Valley", "Mineral Felt", "", "A", "3", "", "", "", "" ], [ "K", "2", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "A", "3", "", "", "", "" ], [ "K", "2", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "C", "2", "", "Fixing have corrosion evident", "", "" ], [ "K", "2", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "C", "2", "", "There is large gaps between the soffit and the building wall\nalong the south elevation facade", "", "" ], [ "K", "2", "Roof", "1", "Roof", "RWP Hopper", "Aluminium", "", "B", "2", "", "Hopper support is minimal", "", "" ], [ "K", "2", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "B", "2", "", "Oxidisation is evident below the powdered coated surface", "", "" ], [ "K", "2", "Roof", "1", "Roof", "Top Abutment", "Copper", "", "B", "2", "", "Copper flashing along k‐1 have lifted", "", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "K‐3 North 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "3", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "3", "North", "1", "Wall", "Cover", "Dash", "", "B", "3", "", "Wear and tear", "", "" ], [ "K", "3", "North", "1", "Wall", "Window Apertures", "Concrete", "", "C", "3", "", "Precast framing units have un‐filled holes at the top corners\nof the window, remnants of mastic (presumably from PCV\ncover trims) remain and look unsightly", "", "" ], [ "K", "3", "North", "1", "Wall", "Windows", "UPVC", "", "B", "2", "", "Opening casements have screw holes in the corners,\nsuggesting there is/was a problem with the seals or security", "", "" ], [ "K", "3", "North", "1", "Wall", "Sills", "Concrete", "", "C", "3", "", "Mortar has failed local to joints and some connections. Sills\nhave been 'notched' roughly to install RWP downpipes", "", "" ], [ "K", "3", "North", "1", "Wall", "Doorways", "Concrete", "", "C", "3", "", "Crack to the concrete frame/door surround, and remedial\nworks are evident", "", "" ], [ "K", "3", "North", "1", "Wall", "Doors", "Timber", "", "C", "2", "", "Paint is perishing to the door and frame, evidence of\ndeterioration is present, fixings are corroding and staining\npaintwork", "", "" ], [ "K", "3", "North", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "2", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "K", "3", "North", "1", "Wall", "Penetrations", "Services", "", "C", "2", "", "Broken waste pipe", "Yes", "" ], [ "K", "3", "North", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "K‐3 West 1", "", "", "", "", "Single Story Wall Elevation Ally and Undercroft", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "3", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "3", "West", "1", "Wall", "Cover", "Dash", "", "C", "2", "", "Dash has lost chippings, very aged", "", "" ], [ "K", "3", "West", "1", "Wall", "Window Apertures", "Rendered", "", "B", "2", "", "Wear and tear", "", "" ], [ "K", "3", "West", "1", "Wall", "Windows", "Timber", "", "C", "1", "", "Window is boarded up", "", "" ], [ "K", "3", "West", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "K", "3", "West", "1", "Wall", "Doorways", "Rendered", "", "C", "1", "", "Softwood is exposed to the elements above the double doors\nin the recessed area", "", "" ], [ "K", "3", "West", "1", "Wall", "Doors", "Timber", "", "C", "2", "", "Door furniture is corroding and discoloured", "", "" ], [ "K", "3", "West", "1", "Wall", "RWP Downpipes", "Aluminium", "", "C", "2", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "K", "3", "West", "1", "Wall", "Penetrations", "Services", "", "C", "2", "", "Broken waste pipe", "Yes", "" ], [ "K", "3", "West", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "K‐3 Roof 1", "", "", "", "", "Flat Roof abutting K‐2 & J‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "3", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "3", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "A", "2", "", "", "", "" ], [ "K", "3", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "C", "1", "", "Paint is delamination to the recessed section", "", "" ], [ "K", "3", "Roof", "1", "Roof", "Eaves/Fascia", "Concrete", "", "A", "3", "", "", "", "" ], [ "K", "3", "Roof", "1", "Roof", "Soffit", "Concrete", "", "C", "1", "", "Cracks opening to the concrete along the soffit line", "", "" ], [ "K", "3", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "C", "2", "", "Paint is delaminating to the soffit in the recessed area", "", "" ], [ "K", "3", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "2", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured", "", "" ], [ "K", "3", "Roof", "1", "Roof", "Side Abutment", "Lead", "", "C", "2", "", "Lead flashings are not extending 100mm. Flashings have not\nbeen formed to the windows on the south abutting windows", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "K‐4 Roof 1", "", "", "", "", "Flat Roof abutting B‐4, L‐1, K‐1 & K‐5", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "4", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "4", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "C", "2", "", "Detritus and lichen build‐up is widespread", "", "" ], [ "K", "4", "Roof", "1", "Roof", "Side Abutment", "Copper", "40%", "D", "2", "", "Copper flashings are deteriorated and breaking up in places", "", "" ], [ "K", "4", "Roof", "1", "Roof", "Side Abutment", "Lead", "60%", "A", "3", "", "", "", "" ], [ "K", "4", "Roof", "1", "Roof", "Penetrations", "Services", "", "C", "2", "", "Service installations are deteriorating and seals are assessed\nto be similar", "", "" ], [ "K", "4", "Roof", "1", "Roof", "Roof Lights", "Metal", "", "A", "3", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "K‐5 North 1", "", "", "", "", "Rooftop Wall Elevation above A‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "5", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "5", "North", "1", "Wall", "Cover", "Rendered", "", "B", "3", "", "Ware and tear", "", "" ], [ "K", "5", "North", "1", "Wall", "Window Apertures", "Rendered", "", "B", "3", "", "Ware and tear", "", "" ], [ "K", "5", "North", "1", "Wall", "Windows", "Timber", "", "D", "1", "", "Paint has delaminated and frames are rotting", "", "" ], [ "K", "5", "North", "1", "Wall", "Fixings", "Proprietary", "", "C", "3", "", "Intruder alarm", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "K‐5 Roof 1", "", "", "", "", "Flat Roof abutting A‐3, B‐4, K‐1 and connected to K‐2", "", "", "", "", "", "", "", "" ], "rows": [ [ "K", "5", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "K", "5", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "C", "2", "", "Detritus build‐up", "", "" ], [ "K", "5", "Roof", "1", "Roof", "Eaves/Fascia", "Concrete", "", "A", "3", "", "", "", "" ], [ "K", "5", "Roof", "1", "Roof", "Soffit", "Concrete", "", "A", "3", "", "", "", "" ], [ "K", "5", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "C", "3", "", "Oxidisation is evident below the powdered coated surface,\nand the surface is discoloured.", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "L‐1 East 1", "", "", "", "", "Rooftop Wall Elevation Gable, above L‐2, B‐4, K‐4 & K‐5", "", "", "", "", "", "", "", "" ], "rows": [ [ "L", "1", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "L", "1", "East", "1", "Wall", "Cover", "Metal", "", "A", "3", "", "", "", "" ], [ "L", "1", "East", "1", "Wall", "Windows", "Metal", "", "B", "3", "", "Panels to the sloped roof are heavily soiled", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "L‐1 West 1", "", "", "", "", "Rooftop Wall Elevation Gable, above J‐3", "", "", "", "", "", "", "", "" ], "rows": [ [ "L", "1", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "L", "1", "West", "1", "Wall", "Cover", "Metal", "95%", "C", "3", "", "Corrosion is evident, particularly to the flashing below the\ngutter on the short section.", "", "" ], [ "L", "1", "West", "1", "Wall", "Cover", "Mineral Felt", "5%", "C", "2", "", "Small wall section above J‐4 roof", "", "" ], [ "L", "1", "West", "1", "Wall", "Windows", "Metal", "", "B", "3", "", "Mastic is beginning to breakdown along joints and lichen\ngrowth is present", "", "" ], [ "L", "1", "West", "1", "Wall", "Penetrations", "Services", "", "A", "3", "", "", "", "" ], [ "L", "1", "West", "1", "Wall", "RWP Hopper", "Metal", "", "C", "2", "", "Hopper at the end of the valley is corroding", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "L‐1 Roof 1", "", "", "", "", "Pitched Roof above K‐1 & abutting B‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "L", "1", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "L", "1", "Roof", "1", "Roof", "Cover", "Metal", "70%", "B", "3", "", "Covering is heavily soiled and some of the fixing covers are\nmissing, corroding fixings are visible. There is one bird nest", "", "" ], [ "L", "1", "Roof", "1", "Roof", "Cover", "GRP", "30%", "A", "3", "", "", "", "" ], [ "L", "1", "Roof", "1", "Roof", "Ridge", "Metal", "", "A", "3", "", "", "", "" ], [ "L", "1", "Roof", "1", "Roof", "Valley", "Metal", "", "A", "3", "", "", "", "" ], [ "L", "1", "Roof", "1", "Roof", "Eaves/Fascia", "Metal", "", "A", "3", "", "", "", "" ], [ "L", "1", "Roof", "1", "Roof", "Soffit", "Metal", "", "A", "3", "", "", "", "" ], [ "L", "1", "Roof", "1", "Roof", "RWP Guttering", "Metal", "", "B", "3", "", "Vegetation is growing on the box guttering", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "L‐2 Roof 1", "", "", "", "", "Flat Roof abutting B‐4 & L‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "L", "2", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "L", "1", "Roof", "1", "Roof", "Cover", "Mineral Felt", "", "C", "2", "", "Detritus and debris present", "", "" ], [ "L", "1", "Roof", "1", "Roof", "Side Abutment", "Mineral Felt", "", "C", "2", "", "Aged installations", "", "" ], [ "L", "1", "Roof", "1", "Roof", "Roof Lights", "Proprietary", "", "C", "2", "", "Lights and sun tube terminals", "", "" ], [ "L", "1", "Roof", "1", "Roof", "Roof Terminals", "Proprietary", "", "C", "2", "", "Aging installations", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "M‐1 South 1", "", "", "", "", "Two Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "M", "1", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "M", "1", "South", "1", "Wall", "Cover", "Brick", "70%", "C", "2", "", "Mortar pointing has started to fail in local areas", "", "" ], [ "M", "1", "South", "1", "Wall", "Cover", "Dash", "30%", "C", "2", "", "Mortar pointing has started to fail in local areas", "", "" ], [ "M", "1", "South", "1", "Wall", "Window Apertures", "Brick", "", "C", "2", "", "Mastic sealant is incomplete around some sections of the\nframes", "", "" ], [ "M", "1", "South", "1", "Wall", "Windows", "UPVC", "", "C", "2", "", "Seals have shrunk back from the corners of the frames in\nplaces. There are external holes drilled into frames\nintermating there is water ingressing in some sections", "", "" ], [ "M", "1", "South", "1", "Wall", "Sills", "", "", "C", "2", "", "Pointing is incomplete to several sills, remedial work has\nbeen undertaken", "", "" ], [ "M", "1", "South", "1", "Wall", "Penetrations", "Services", "", "C", "2", "", "There are numerous drainage and service penetrations\nthrough the wall which have not been sealed, allowing\nweather and water ingress", "", "" ], [ "M", "1", "South", "1", "Wall", "Fixings", "Metal", "", "C", "3", "", "There are numerous redundant fixing points and fitting that\nare corroding", "", "" ], [ "M", "1", "South", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "M‐1 East 2", "", "", "", "", "Two Story Wall Elevation partly above J‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "M", "1", "East", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "M", "1", "East", "2", "Wall", "Cover", "Dash", "50%", "B", "3", "", "Wear and tear", "", "" ], [ "M", "1", "East", "2", "Wall", "Cover", "Brick", "20%", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water.", "", "" ], [ "M", "1", "East", "2", "Wall", "Cover", "UPVC", "20%", "A", "3", "", "", "", "" ], [ "M", "1", "East", "2", "Wall", "Cover", "Mineral Felt", "10%", "C", "2", "", "Large vertical flashing covers services", "", "" ], [ "M", "1", "East", "2", "Wall", "Fixings", "Services", "", "C", "2", "", "Brackets supporting services are heavily corroded", "", "" ], [ "M", "1", "East", "2", "Wall", "Screens", "UPVC", "", "A", "3", "", "", "", "" ], [ "M", "1", "East", "2", "Wall", "RWP Downpipes", "UPVC", "", "C", "1", "", "Broken brackets", "Yes", "" ], [ "M", "1", "East", "2", "Wall", "Pathways", "Gravel", "", "C", "2", "", "Detritus present", "", "" ], [ "M", "1", "East", "2", "Wall", "Soffit", "Mineral Felt", "", "C", "2", "", "The junction between floor levels has an improvised covering\nthe soffit has holes", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "M‐1 North 1", "", "", "", "", "Rooftop Wall Elevation above D‐1", "", "", "", "", "", "", "", "" ], "rows": [ [ "M", "1", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "M", "1", "North", "1", "Wall", "Cover", "Brick", "", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water.", "", "" ], [ "M", "1", "North", "1", "Wall", "Window Apertures", "Brick", "", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water.", "", "" ], [ "M", "1", "North", "1", "Wall", "Windows", "Timber", "", "D", "1", "", "Paint has delaminated and frame is rotting", "", "" ], [ "M", "1", "North", "1", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "M", "1", "North", "1", "Wall", "Fixings", "Services", "", "C", "2", "", "Brackets/Fixings supporting services are heavily corroded", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "M‐1 North 2", "", "", "", "", "Rooftop Wall Elevation above J‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "M", "1", "North", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "M", "1", "North", "2", "Wall", "Cover", "Concrete", "70%", "A", "3", "", "", "", "" ], [ "M", "1", "North", "2", "Wall", "Cover", "Brick", "30%", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water.", "", "" ], [ "M", "1", "North", "2", "Wall", "Window Apertures", "Concrete", "", "A", "3", "", "", "", "" ], [ "M", "1", "North", "2", "Wall", "Windows", "UPVC", "", "A", "3", "", "", "", "" ], [ "M", "1", "North", "2", "Wall", "Sills", "UPVC", "", "A", "3", "", "", "", "" ], [ "M", "1", "North", "2", "Wall", "Fixings", "Services", "", "C", "2", "", "Brackets/Fixings supporting services are heavily corroded.\nAerial TV", "", "" ], [ "M", "1", "North", "2", "Wall", "Penetrations", "Services", "", "B", "3", "", "Grilles have been installed, dash finish is not close fitted nor\nsealed", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "M‐1 West 1", "", "", "", "", "Two Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "M", "1", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "M", "1", "West", "1", "Wall", "Cover", "Brick", "50%", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water. There is cracking across\npillars and perpendicular and bed joint have cracked. Several\nchipped and damaged bricks", "", "" ], [ "M", "1", "West", "1", "Wall", "Cover", "Dash", "50%", "C", "2", "", "Cracks >3mm and pieces fallen out on one location, Remedial\nwork has been undertaken to 1FL", "", "" ], [ "M", "1", "West", "1", "Wall", "Window Apertures", "Brick", "", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water", "", "" ], [ "M", "1", "West", "1", "Wall", "Windows", "UPVC", "", "D", "2", "", "Frames deflect easily, suggesting it has insufficient or failed\nfixings; the frames have opened around the perimeters and\nopen joints provide ingress for weather and water. PVC\nplates have fallen away and mastic is unsightly. Covers are\nmissing from drainage holes", "", "" ], [ "M", "1", "West", "1", "Wall", "Sills", "Concrete", "", "C", "1", "", "Sections have broken off locally", "", "" ], [ "M", "1", "West", "1", "Wall", "Doorways", "Brick", "", "C", "2", "", "Mortar pointing is deteriorating in places and voids provide\ningress for weathering and water. Expanding foam is visible\nabove the frame", "", "" ], [ "M", "1", "West", "1", "Wall", "Doors", "Metal", "", "B", "2", "", "Small amount of oxidisation is visible below the powder\ncoated finish", "", "" ], [ "M", "1", "West", "1", "Wall", "Fixings", "Services", "", "B", "2", "", "Gas pipe surface mounted", "", "" ], [ "M", "1", "West", "1", "Wall", "Fixings", "Metal", "", "B", "2", "", "Handrail fixings are corroding", "", "" ], [ "M", "1", "West", "1", "Wall", "Pathways", "Concrete", "", "B", "2", "", "Remedial grading to the doorway is starting to break‐up", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "M‐1 Roof 1", "", "", "", "", "Flat Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "M", "1", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "M", "1", "Roof", "1", "Roof", "Cover", "GRP", "", "C", "2", "", "Several repairs appear to have been undertaken to the roof\ncovering, however the covering is generally clean order", "", "" ], [ "M", "1", "Roof", "1", "Roof", "Eaves/Fascia", "UPVC", "", "A", "3", "", "", "", "" ], [ "M", "1", "Roof", "1", "Roof", "Soffit", "UPVC", "", "A", "3", "", "", "", "" ], [ "M", "1", "Roof", "1", "Roof", "Valley", "GRP", "", "A", "3", "", "", "", "" ], [ "M", "1", "Roof", "1", "Roof", "Roof Terminals", "Services", "", "A", "3", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "O‐1 South 1", "", "", "", "", "Single Story Wall Elevation (Temporary Building)", "", "", "", "", "", "", "", "" ], "rows": [ [ "O", "1", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "O", "1", "South", "1", "Wall", "Cover", "Weather Brd", "", "C", "1", "", "Weather board fixings are starting pull through the board,\nlosing their security. Boards are beginning it break‐up local to\nfixing failures", "", "" ], [ "O", "1", "South", "1", "Wall", "Cover", "Timber", "", "C", "1", "", "Timber sole plate paint is stained and timber is beginning to\ndeteriorate", "", "" ], [ "O", "1", "South", "1", "Wall", "Cover", "Timber", "", "C", "1", "", "Timber pelmet around the temporary building is in the\nprocess of collapse", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "O‐1 East 1", "", "", "", "", "Single Story Wall Elevation (Temporary Building)", "", "", "", "", "", "", "", "" ], "rows": [ [ "O", "1", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "O", "1", "East", "1", "Wall", "Cover", "Weather Brd", "", "C", "1", "", "Weather board fixings are pulling through the board\nwidespread, losing their security", "", "" ], [ "O", "1", "East", "1", "Wall", "Cover", "Timber", "", "B", "1", "", "Timber sole plate paint is stained and timber is beginning to\ndeteriorate", "", "" ], [ "O", "1", "East", "1", "Wall", "Cover", "Timber", "", "C", "1", "", "Timber pelmet around the temporary building is in the\nprocess of collapse", "", "" ], [ "O", "1", "East", "1", "Wall", "Windows", "UPVC", "", "B", "2", "", "", "", "" ], [ "O", "1", "East", "1", "Wall", "Doors", "Timber", "", "C", "1", "", "Paint is delaminating generally, wood is deteriorating and or\nrotting, furniture is corroding or oxidising", "", "" ], [ "O", "1", "East", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "1", "", "Rain water is discharging to the ground without drainage", "", "" ], [ "O", "1", "East", "1", "Wall", "Fixings", "Proprietary", "", "C", "1", "", "Light fittings are deteriorating and PIR covers are broken", "", "" ], [ "O", "1", "East", "1", "Wall", "Ramps", "Timber", "", "C", "1", "", "Railing are deteriorating some repairs have been undertaken", "", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "O‐1 North 1", "", "", "", "", "Single Story Wall Elevation (Temporary Building)", "", "", "", "", "", "", "", "" ], "rows": [ [ "O", "1", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "O", "1", "North", "1", "Wall", "Cover", "Weather Brd", "", "C", "1", "", "Weather board fixings are starting pull through the board,\nlosing their security", "", "" ], [ "O", "1", "North", "1", "Wall", "Cover", "Timber", "", "B", "1", "", "Timber sole plate paint is stained and timber is beginning to\ndeteriorate", "", "" ], [ "O", "1", "North", "1", "Wall", "Cover", "Timber", "", "C", "1", "", "Timber pelmet around the temporary building is in the\nprocess of collapse", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "O‐1 West 1", "", "", "", "", "Single Story Wall Elevation (Temporary Building)", "", "", "", "", "", "", "", "" ], "rows": [ [ "O", "1", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "O", "1", "West", "1", "Wall", "Cover", "Weather Brd", "", "C", "1", "", "Weather board fixings are starting pull through the board,\nlosing their security", "", "" ], [ "O", "1", "West", "1", "Wall", "Cover", "Timber", "", "C", "1", "", "Timber sole plate paint is stained and timber is beginning to\ndeteriorate", "", "" ], [ "O", "1", "West", "1", "Wall", "Cover", "Timber", "", "C", "1", "", "Timber pelmet around the temporary building is in the\nprocess of collapse", "", "" ], [ "O", "1", "West", "1", "Wall", "Windows", "UPVC", "", "C", "2", "", "", "", "" ], [ "O", "1", "West", "1", "Wall", "Doors", "Timber", "", "D", "1", "", "Paint is delaminating generally, wood is deteriorating and or\nrotting, furniture is corroding or oxidising", "", "" ], [ "O", "1", "West", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "1", "", "Rain water is discharging to the ground without drainage", "", "" ], [ "O", "1", "West", "1", "Wall", "Fixings", "Proprietary", "", "C", "1", "", "Light fittings are deteriorating and PIR covers are broken", "", "" ], [ "O", "1", "West", "1", "Wall", "Ramps", "Timber", "", "C", "1", "", "Railing are deteriorating some repairs have been undertaken", "", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "O‐1 Roof 1", "", "", "", "", "Flat Roof (Temporary Building)", "", "", "", "", "", "", "", "" ], "rows": [ [ "O", "1", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "O", "1", "Roof", "1", "Roof", "Cover", "GRP", "", "B", "3", "", "Lichen grown is visible", "", "" ], [ "O", "1", "Roof", "1", "Roof", "Eaves/Fascia", "GRP", "", "B", "3", "", "Lichen grown is visible", "", "" ], [ "O", "1", "Roof", "1", "Roof", "RWP Guttering", "Plastic", "", "A", "3", "", "", "", "" ], [ "O", "1", "Roof", "1", "Roof", "Penetrations", "Plastic", "", "A", "3", "", "", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "O‐2 South 1", "", "", "", "", "Single Story Wall Elevation (Temporary Building)", "", "", "", "", "", "", "", "" ], "rows": [ [ "O", "2", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "O", "2", "South", "1", "Wall", "Cover", "Weather Brd", "", "D", "1", "", "Weather cladding panels have broken along some joints and\nthe sub‐structure timber is exposed to the weather. The\nplywood pelmet around ground level has corroding fittings\nand unpainted end grain exposed. Corroding fixings on the\nweather bars over the windows", "", "" ], [ "O", "2", "South", "1", "Wall", "Windows", "UPVC", "", "A", "2", "", "", "", "" ], [ "O", "2", "South", "1", "Wall", "Doors", "UPVC", "", "A", "2", "", "", "", "" ], [ "O", "2", "South", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "2", "", "Support bracket missing from the downpipe", "", "" ], [ "O", "2", "South", "1", "Wall", "Fixings", "Proprietary", "", "A", "3", "", "(Light fitting)", "", "" ], [ "O", "2", "South", "1", "Wall", "Ramps", "Timber", "", "A", "3", "", "", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "O‐2 East 1", "", "", "", "", "Single Story Wall Elevation (Temporary Building)", "", "", "", "", "", "", "", "" ], "rows": [ [ "O", "2", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "O", "2", "East", "1", "Wall", "Cover", "Weather Brd", "", "C", "1", "", "Weather cladding panels have started surface delamination,\nexposing the underlying wooden panel to the weather in\nseveral places. The plywood pelmet around ground level has\ncorroding fittings and unpainted end grain exposed.", "", "" ], [ "O", "2", "East", "1", "Wall", "Fixings", "Metal", "", "B", "2", "", "Weather monitor", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "O‐2 North 1", "", "", "", "", "Single Story Wall Elevation (Temporary Building)", "", "", "", "", "", "", "", "" ], "rows": [ [ "O", "1", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "O", "1", "North", "1", "Wall", "Cover", "Weather Brd", "", "C", "1", "", "The plywood pelmet around ground level has corroding\nfittings and unpainted end grain exposed.", "", "" ], [ "O", "1", "North", "1", "Wall", "Windows", "UPVC", "", "B", "2", "", "", "", "" ], [ "O", "1", "North", "1", "Wall", "Doors", "Timber", "", "C", "1", "", "Paint is delaminating from the door and frame, rot is\nextensive to the threshold and head of the frame", "", "" ], [ "O", "1", "North", "1", "Wall", "RWP Downpipes", "Plastic", "", "A", "3", "", "", "", "" ], [ "O", "1", "North", "1", "Wall", "Fixings", "Proprietary", "", "A", "3", "", "Light fitting", "", "" ], [ "O", "1", "North", "1", "Wall", "Ramps", "Timber", "", "D", "1", "", "Railings to the ramp are breaking away, remedial works have\nbeen undertaken to some sections. Areas remain unsafe", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "O‐2 West 1", "", "", "", "", "Single Story Wall Elevation (Temporary Building)", "", "", "", "", "", "", "", "" ], "rows": [ [ "O", "2", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "O", "2", "West", "1", "Wall", "Cover", "Weather Brd", "", "C", "1", "", "The plywood pelmet around ground level has corroding\nfittings and unpainted end grain exposed.", "", "" ], [ "O", "2", "West", "1", "Wall", "Windows", "UPVC", "", "A", "2", "", "", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "O‐2 Roof 1", "", "", "", "", "Flat Roof (Temporary Building)", "", "", "", "", "", "", "", "" ], "rows": [ [ "O", "2", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "O", "2", "Roof", "1", "Roof", "Cover", "GRP", "", "A", "2", "", "", "", "" ], [ "O", "2", "Roof", "1", "Roof", "Eaves/Fascia", "GRP", "", "A", "2", "", "", "", "" ], [ "O", "2", "Roof", "1", "Roof", "RWP Guttering", "UPVC", "", "E", "1", "", "Gutters are missing on the South elevation, and there is an\nend cap missing from the North elevation", "", "" ], [ "O", "2", "Roof", "1", "Roof", "Penetrations", "Plastic", "", "B", "2", "", "Vent pipe", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "O‐3 South 1", "", "", "", "", "Single Story Wall Elevation (Temporary Building)", "", "", "", "", "", "", "", "" ], "rows": [ [ "O", "3", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "O", "3", "South", "1", "Wall", "Cover", "Metal", "", "A", "2", "", "", "", "" ], [ "O", "3", "South", "1", "Wall", "Windows", "Metal", "", "C", "2", "", "Corrosion to the cage fixings", "", "" ], [ "O", "3", "South", "1", "Wall", "RWP Downpipes", "Plastic", "", "A", "2", "", "", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "O‐3 East 1", "", "", "", "", "Single Story Wall Elevation (Temporary Building)", "", "", "", "", "", "", "", "" ], "rows": [ [ "O", "3", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "O", "3", "East", "1", "Wall", "Cover", "Metal", "", "B", "2", "", "Small dents and spot corrosion on the metal panels and\ncorrosion to the posts", "", "" ], [ "O", "3", "East", "1", "Wall", "Windows", "Metal", "", "C", "2", "", "One broken/unsecured bracket on the window cage, and\ncorrosion on the cage", "", "" ], [ "O", "3", "East", "1", "Wall", "Doors", "UPVC", "", "C", "1", "", "Door mechanism appears to be not fully functional", "", "" ], [ "O", "3", "East", "1", "Wall", "Pathways", "Slabs", "", "A", "3", "", "", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "O‐3 North 1", "", "", "", "", "Single Story Wall Elevation (Temporary Building)", "", "", "", "", "", "", "", "" ], "rows": [ [ "O", "3", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "O", "3", "North", "1", "Wall", "Cover", "Metal", "", "B", "2", "", "", "", "" ], [ "O", "3", "North", "1", "Wall", "Windows", "Metal", "", "B", "2", "", "", "", "" ], [ "O", "3", "North", "1", "Wall", "RWP Downpipes", "Plastic", "", "C", "3", "", "Broken downpipe bracket and corroding fixings", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "O‐3 West 1", "", "", "", "", "Single Story Wall Elevation (Temporary Building)", "", "", "", "", "", "", "", "" ], "rows": [ [ "O", "3", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "O", "3", "West", "1", "Wall", "Cover", "Metal", "", "B", "2", "", "Small dents and corrosion to the posts", "", "" ], [ "O", "3", "West", "1", "Wall", "Windows", "Metal", "", "A", "2", "", "", "", "" ], [ "O", "3", "West", "1", "Wall", "Doors", "Metal", "", "A", "2", "", "", "", "" ], [ "O", "3", "West", "1", "Wall", "Pathways", "Concrete", "", "A", "3", "", "", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "O‐3 Roof 1", "", "", "", "", "Flat Roof (Temporary Building)", "", "", "", "", "", "", "", "" ], "rows": [ [ "O", "3", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "O", "3", "Roof", "1", "Roof", "Cover", "Metal", "", "C", "2", "", "Stones and detritus on the roof", "", "" ], [ "O", "3", "Roof", "1", "Roof", "Eaves/Fascia", "Metal", "", "C", "3", "", "Corrosion on some sections of fascia", "", "" ], [ "O", "3", "Roof", "1", "Roof", "RWP Guttering", "Metal", "", "B", "3", "", "Vegetation is growing in the guttering", "Yes", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "P‐1 South 1", "", "", "", "", "Multi‐Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "1", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "1", "South", "1", "Wall", "Cover", "Dash", "90%", "B", "3", "", "Corrosion is visible widespread to the undersides of the bell‐\ncast render molding", "", "" ], [ "P", "1", "South", "1", "Wall", "Cover", "Brick", "10%", "A", "3", "", "", "", "" ], [ "P", "1", "South", "1", "Wall", "Doorways", "Rendered", "", "A", "3", "", "", "", "" ], [ "P", "1", "South", "1", "Wall", "Doors", "Timber", "", "C", "3", "", "Wooden door has delaminated paint to large amount of the\nsurface area", "", "" ], [ "P", "1", "South", "1", "Wall", "Doors", "Timber", "", "C", "3", "", "Door furniture is corroding", "", "" ], [ "P", "1", "South", "1", "Wall", "RWP Downpipes", "Metal", "", "B", "3", "", "Minor corrosion is visible", "", "" ], [ "P", "1", "South", "1", "Wall", "Fixings", "Proprietary", "", "B", "3", "", "(Light fitting)", "", "" ], [ "P", "1", "South", "1", "Wall", "Pathways", "Concrete", "", "A", "3", "", "", "", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "P‐1 South 2", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "1", "South", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "1", "South", "2", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "P", "1", "South", "2", "Wall", "Windows", "UPVC", "", "B", "2", "", "Trim have become displaced above the window head in one\nsection", "", "" ], [ "P", "1", "South", "2", "Wall", "Doorways", "Rendered", "", "C", "3", "", "Render has broken away from the doorframe in places and\nthere is no mastic seal", "", "" ], [ "P", "1", "South", "2", "Wall", "Doors", "Metal", "", "A", "3", "", "", "", "" ], [ "P", "1", "South", "2", "Wall", "RWP Downpipes", "Metal", "", "C", "3", "", "Corrosion on the cast iron downpipe", "", "" ], [ "P", "1", "South", "2", "Wall", "Penetrations", "Plastic", "", "C", "3", "", "Waste pipes need to be sealed around the openings", "", "" ], [ "P", "1", "South", "2", "Wall", "Fixings", "Metal", "", "C", "3", "", "Corroding metal fixings", "", "" ], [ "P", "1", "South", "2", "Wall", "Fixings", "Metal", "", "B", "3", "", "(Light fittings)", "", "" ], [ "P", "1", "South", "2", "Wall", "Fixings", "Metal", "", "B", "3", "", "(School bell)", "", "" ], [ "P", "1", "South", "2", "Wall", "Pathways", "Concrete", "", "A", "3", "", "", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "P‐1 East 1", "", "", "", "", "Rooftop Wall Elevation Gable, above P‐3", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "1", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "1", "East", "1", "Wall", "Cover", "Brick", "10%", "A", "3", "", "", "", "" ], [ "P", "1", "East", "1", "Wall", "Cover", "Dash", "90%", "A", "3", "", "", "", "" ] ], "row_count": 3, "col_count": 14 }, { "headers": [ "P‐1 North 1", "", "", "", "", "Multi‐Story Wall Elevation partly above P‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "1", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "1", "North", "1", "Wall", "Cover", "Brick", "10%", "A", "3", "", "", "", "" ], [ "P", "1", "North", "1", "Wall", "Cover", "Dash", "90%", "A", "3", "", "", "", "" ], [ "P", "1", "North", "1", "Wall", "RWP Downpipes", "Metal", "", "C", "3", "", "Corrosion is visible to the upper sections of the downpipes", "", "" ], [ "P", "1", "North", "1", "Wall", "Fixings", "Proprietary", "", "C", "2", "", "Lightning conductor straps and light fittings have brackets\ndisconnected above P‐4 Roof", "", "" ], [ "P", "1", "North", "1", "Wall", "Pathways", "Concrete", "", "A", "3", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "P‐1 West 1", "", "", "", "", "Multi‐Story Wall Elevation Gable", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "1", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "1", "West", "1", "Wall", "Cover", "Brick", "10%", "A", "3", "", "", "", "" ], [ "P", "1", "West", "1", "Wall", "Cover", "Dash", "90%", "B", "3", "", "Corrosion is visible widespread to the undersides of the bell‐\ncast render molding", "", "" ], [ "P", "1", "West", "1", "Wall", "RWP Downpipes", "Metal", "", "A", "3", "", "", "", "" ], [ "P", "1", "West", "1", "Wall", "Fixings", "Proprietary", "", "B", "2", "", "Decorative panels and CCTV / comms equipment / Lightning\nconduction straps", "", "" ], [ "P", "1", "West", "1", "Wall", "Fixings", "Proprietary", "", "B", "2", "", "Non stainless steel fixings are corroding", "", "" ], [ "P", "1", "West", "1", "Wall", "Pathways", "Concrete", "50%", "A", "3", "", "", "", "" ], [ "P", "1", "West", "1", "Wall", "Pathways", "Macadam", "50%", "A", "3", "", "", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "P‐1 West 2", "", "", "", "", "Multi‐Story Wall Elevation Half Gable", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "1", "West", "2", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "1", "West", "2", "Wall", "Cover", "Dash", "", "A", "3", "", "", "", "" ], [ "P", "1", "West", "2", "Wall", "Windows", "UPVC", "", "A", "2", "", "", "", "" ], [ "P", "1", "West", "2", "Wall", "Sills", "Concrete", "", "A", "3", "", "", "", "" ], [ "P", "1", "West", "2", "Wall", "Penetrations", "Proprietary", "", "B", "2", "", "Incoming Gas Service / Meter Box", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "P‐1 Roof 1", "", "", "", "", "Pitched Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "1", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "1", "Roof", "1", "Roof", "Cover", "Metal", "", "A", "3", "", "", "", "" ], [ "P", "1", "Roof", "1", "Roof", "Ridge", "Metal", "", "A", "3", "", "", "", "" ], [ "P", "1", "Roof", "1", "Roof", "Eaves/Fascia", "Metal", "", "A", "3", "", "", "", "" ], [ "P", "1", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "C", "3", "", "Fixings are corroding", "", "" ], [ "P", "1", "Roof", "1", "Roof", "Barge Board", "Aluminium", "", "A", "3", "", "Minor deflections in the barge panels", "", "" ], [ "P", "1", "Roof", "1", "Roof", "RWP Guttering", "Aluminium", "", "B", "3", "", "Vegetation is growing in the box guttering", "Yes", "" ], [ "P", "1", "Roof", "1", "Roof", "Roof Terminals", "Services", "", "A", "3", "", "", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "P‐2 South 1", "", "", "", "", "Single Story Wall Elevation partly above P‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "2", "South", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "2", "South", "1", "Wall", "Cover", "Dash", "", "C", "3", "", "Damage/holes to wall by bib tap and fascia, adjacent to P‐4\nWest 1", "", "" ], [ "P", "2", "South", "1", "Wall", "Cover", "Dash", "", "C", "1", "", "Damage to render locally above P‐4 Roof 1 Flashings", "Yes", "" ], [ "P", "2", "South", "1", "Wall", "Fixings", "Proprietary", "", "C", "1", "", "Light fitting cover has broken, internals are exposed to the\nweather", "Yes", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "P‐2 East 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "2", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "2", "East", "1", "Wall", "Cover", "Dash", "", "B", "3", "", "There are redundant holes and fixings that require removal\nand filling suitably. Small sections of render band have\nbroken away at ground level", "Yes", "" ], [ "P", "2", "East", "1", "Wall", "Windows", "UPVC", "", "C", "2", "", "Reveals and sills have not been completed following window\nreplacement, packers and foam filler is exposed", "", "" ], [ "P", "2", "East", "1", "Wall", "Sills", "Concrete", "", "B", "2", "", "Reveals and sills have not been completed following window\nreplacement, packers and foam filler is exposed", "", "" ], [ "P", "2", "East", "1", "Wall", "RWP Downpipes", "Metal", "", "C", "3", "", "Corrosion on the cast iron downpipe", "Yes", "" ], [ "P", "2", "East", "1", "Wall", "RWP Downpipes", "Metal", "", "B", "2", "", "Plastic gutters connecting to cast iron downpipes", "", "" ], [ "P", "2", "East", "1", "Wall", "Fixings", "Metal", "", "B", "2", "", "CCTV housing has deterioration evident", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "P‐2 North 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "2", "North", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "2", "North", "1", "Wall", "Cover", "Dash", "", "B", "2", "", "Several cracks are visible in the dash wall covering, and lichen\nis growing locally", "", "" ], [ "P", "2", "North", "1", "Wall", "Penetrations", "Proprietary", "", "C", "1", "", "Extraction grille/housing has failed fixings and is dislodged\nfrom the face of the wall", "", "" ], [ "P", "2", "North", "1", "Wall", "Pathways", "Macadam", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "P‐2 West 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "2", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "2", "West", "1", "Wall", "Cover", "Dash", "", "B", "3", "", "Several cracks are visible in the dash wall covering, and to the\nlower render band", "", "" ], [ "P", "2", "West", "1", "Wall", "Windows", "Timber", "", "B", "2", "", "", "", "Yes" ], [ "P", "2", "West", "1", "Wall", "Sills", "Concrete", "", "B", "3", "", "Some local damage and cracks are visible", "", "" ], [ "P", "2", "West", "1", "Wall", "RWP Downpipes", "Metal", "", "C", "3", "", "Cast iron down pipes and fixings have corrosion (note there is\nno guttering fixed here see P‐2 Roof 1", "", "" ], [ "P", "2", "West", "1", "Wall", "Fixings", "Proprietary", "", "A", "3", "", "(School bell)", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "P‐2 Roof 1", "", "", "", "", "Pitched Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "2", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "2", "Roof", "1", "Roof", "Cover", "Concrete", "", "C", "1", "", "Two or more tiles are displaced, moss is growing local to roof\ncowls", "Yes", "" ], [ "P", "2", "Roof", "1", "Roof", "Ridge", "Concrete", "", "A", "3", "", "", "", "" ], [ "P", "2", "Roof", "1", "Roof", "Hip", "Concrete", "", "C", "2", "", "Mortar bed is deteriorating, hip tiles have started to\ndebonded in places", "", "" ], [ "P", "2", "Roof", "1", "Roof", "Eaves/Fascia", "UPVC", "", "A", "3", "", "", "", "" ], [ "P", "2", "Roof", "1", "Roof", "Soffit", "UPVC", "", "A", "3", "", "", "", "" ], [ "P", "2", "Roof", "1", "Roof", "RWP Guttering", "Plastic", "", "B", "3", "", "Plastic gutters connecting to cast iron downpipes", "", "" ], [ "P", "2", "Roof", "1", "Roof", "RWP Guttering", "Plastic", "", "E", "2", "", "There is no guttering fixed along the P‐1 North 1, P‐1 West 1,\nP‐1 South 1 elevations", "", "" ], [ "P", "2", "Roof", "1", "Roof", "Roof Terminals", "Proprietary", "", "C", "1", "", "Vegetation is starting grow in the detritus accumulated above\nsome installations", "Yes", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "P‐3 West 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "3", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "3", "West", "1", "Wall", "Cover", "Brick", "", "A", "3", "", "", "", "" ], [ "P", "3", "West", "1", "Wall", "RWP Downpipes", "Metal", "", "C", "3", "", "Cast iron down pipes and fixings have corrosion", "", "" ], [ "P", "3", "West", "1", "Wall", "Penetrations", "", "", "B", "", "", "Five service are routed through the fascia board", "", "" ], [ "P", "3", "West", "1", "Wall", "Fixings", "Timber", "", "C", "3", "", "There is a Plywood box housing services which pass to the\nFascia into the building", "", "" ], [ "P", "3", "West", "1", "Wall", "Pathways", "Concrete", "", "B", "3", "", "Wear and tear", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "P‐3 Roof 1", "", "", "", "", "Flat Roof abutting C‐2, P‐1 & part of P‐4", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "3", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "3", "Roof", "1", "Roof", "Cover", "GRP", "", "A", "3", "", "", "", "" ], [ "P", "3", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "C", "3", "", "Soft wood has delaminated paint and corroding fixings", "", "" ], [ "P", "3", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "C", "3", "", "Five No. services are routed through the fascia board at P‐3\nWest 1", "", "" ], [ "P", "3", "Roof", "1", "Roof", "RWP Guttering", "Plastic", "", "A", "3", "", "", "", "" ], [ "P", "3", "Roof", "1", "Roof", "RWP Guttering", "GRP", "", "C", "1", "", "Outlets on rooftop box guttering are small and have no sieve\nfitted, they are at risk of blockage", "Yes", "" ], [ "P", "3", "Roof", "1", "Roof", "Flashing", "Lead", "", "C", "2", "", "Flashing are poorly trimmed in places, incomplete on a\ncouple of corners, lifting in places and upstand is < 150mm on\nplaces", "", "" ], [ "P", "3", "Roof", "1", "Roof", "Roof Lights", "Proprietary", "", "A", "3", "", "", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "P‐4 East 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "4", "East", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "4", "East", "1", "Wall", "Doorways", "Brick", "", "A", "3", "", "", "", "" ], [ "P", "4", "East", "1", "Wall", "Doors", "Metal", "", "A", "3", "", "", "", "" ], [ "P", "4", "East", "1", "Wall", "RWP Downpipes", "Metal", "", "B", "2", "", "Corrosion locally", "", "" ], [ "P", "4", "East", "1", "Wall", "Fixings", "Proprietary", "", "A", "3", "", "(Bib tap)", "", "" ], [ "P", "4", "East", "1", "Wall", "Fixings", "Proprietary", "", "A", "3", "", "(Light fitting)", "", "" ], [ "P", "4", "East", "1", "Wall", "Pathways", "Macadam", "", "A", "3", "", "", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "P‐4 West 1", "", "", "", "", "Single Story Wall Elevation", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "4", "West", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "4", "West", "1", "Wall", "Cover", "Brick", "", "A", "3", "", "", "", "" ], [ "P", "4", "West", "1", "Wall", "Doorways", "Brick", "", "B", "2", "", "Corrosion is evident to the lintel over the doorway", "", "" ], [ "P", "4", "West", "1", "Wall", "Doors", "Metal", "", "A", "3", "", "", "", "" ], [ "P", "4", "West", "1", "Wall", "RWP Downpipes", "Metal", "", "C", "2", "", "Corroding cast iron downpipe and fixings", "", "" ], [ "P", "4", "West", "1", "Wall", "Fixings", "Proprietary", "", "A", "3", "", "", "", "" ], [ "P", "4", "West", "1", "Wall", "Pathways", "Concrete", "", "A", "3", "", "", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "P‐4 Roof 1", "", "", "", "", "Flat Roof abutting P‐1, P‐2, C‐2 and part of P‐3 Roof", "", "", "", "", "", "", "", "" ], "rows": [ [ "P", "4", "Roof", "1", "Item", "Element", "Material", "%", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "P", "4", "Roof", "1", "Roof", "Cover", "GRP", "", "B", "1", "", "Detritus and litter present, no sieve fitted and there is a risk\nof blockage", "", "" ], [ "P", "4", "Roof", "1", "Roof", "Eaves/Fascia", "UPVC", "", "C", "3", "", "Fascia (West side only) still has plastic covering to be\nremoved", "", "" ], [ "P", "4", "Roof", "1", "Roof", "Eaves/Fascia", "Timber", "", "C", "3", "", "Painted timber soffit has flaky paint and likely rot at gutter\nfixings", "", "" ], [ "P", "4", "Roof", "1", "Roof", "Soffit", "Soffit Brd", "", "A", "3", "", "", "", "" ], [ "P", "4", "Roof", "1", "Roof", "RWP Guttering", "Metal", "", "C", "2", "", "Cast iron gutter (fitted to West side only) is corroding\nincluding the fixings", "", "" ], [ "P", "4", "Roof", "1", "Roof", "Flashing", "Lead", "", "C", "3", "", "Lead flashing needs dressing down in places", "", "" ], [ "P", "4", "Roof", "1", "Roof", "Flashing", "Lead", "", "C", "2", "", "Flashing are poorly trimmed in places, incomplete on a\ncouple of corners and the pointing has started to deteriorate\non the brickwork course adjacent to installation", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "GH Ex Central Z", "", "", "", "", "Greenhouse Area", "", "", "", "", "", "", "", "" ], "rows": [ [ "GH", "Ex", "Central", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Greenhouse", "Aluminium", "", "C", "1", "", "Greenhouse frame is aged guttering to the base has end\ncovers missing and broken downpipe, there is one broken\nglass pain with tape holing it together. Any ferrous fixings are\nvery likely to be corroded. The rendering to the base walls has\ndelaminated to the opening and in other local areas", "", "" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Gullies are worn corroded but serviceable", "", "" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Concrete", "", "C", "2", "", "Concrete paths have cracked in almost all areas, the joints are\nnot displaced and are serviceable generally; there is one large\nrecently installed area which is in a good condition", "", "" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Macadam", "", "C", "2", "", "Macadam sections have settled and become uneven in some\nareas, sections are poor but generally serviceable", "", "" ], [ "GH", "Ex", "Central", "Z", "Limited Access Area", "Pathways", "Slabs", "", "B", "3", "", "The slabs are aged and generally serviceable (Slabbed area is\nused for storage and only partly visible for inspection)", "", "" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Walling", "Brick", "", "B", "3", "", "Walling adjacent to the Sports Hall door is aged but generally\nserviceable", "", "" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Planters", "Brick", "", "C", "3", "", "Planter to the side on the Greenhouse has a section where\nthe brickwork has broken, approximately 20 bricks are\nmissing; there is no capping to the top of this walling", "", "" ], [ "GH", "Ex", "Central", "Z", "Limited Access Area", "Fencing", "Timber", "Not known", "E", "1", "", "Fencing around the storage area has broken posts and panels", "", "" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Shed/Out‐building", "Timber", "Not known", "A", "3", "", "", "", "" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Railings", "Steel", "Painted", "B", "2", "", "Railings to ramps are aged and have corrosion to the fixings", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "CR Ex Central Z", "", "", "", "", "Circulation Roundabout", "", "", "", "", "", "", "", "" ], "rows": [ [ "CR", "Ex", "Central", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "CR", "Ex", "Central", "Z", "Vehicle Area", "Roadway Surface", "Macadam", "", "A", "3", "", "Settlement has caused some local undulations to the surface\nwhich is evident against some of the Kerbs. The surface is\ngenerally is good condition", "", "" ], [ "CR", "Ex", "Central", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "B", "3", "", "Aged in all areas with some local fractures, generally sound;\nthe upstand of the Kerbs is not consistent due presumably to\nthe settlement. The design function of the Kerbs upstand to\nrepel car wheels has been compromised particularly around\nthe island", "", "" ], [ "CR", "Ex", "Central", "Z", "Vehicle Area", "White Lines", "Painted", "", "B", "2", "", "Lines are worn in places", "Yes", "" ], [ "CR", "Ex", "Central", "Z", "Vehicle Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Aged but in a satisfactory condition", "", "" ], [ "CR", "Ex", "Central", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "A", "3", "", "Aged but in a satisfactory condition", "", "" ], [ "CR", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Macadam", "", "A", "3", "", "Aged but in a satisfactory condition", "", "" ], [ "CR", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Slabs", "", "B", "2", "", "Paving to the central recreation area have broken and jointing\nhas started to breakdown in several areas", "Yes", "" ], [ "CR", "Ex", "Central", "Z", "Pedestrian Area", "Back Edge Kerbs", "Concrete", "", "A", "3", "", "Aged but in a satisfactory condition", "", "" ], [ "CR", "Ex", "Central", "Z", "Pedestrian Area", "Street Furniture", "Timber", "Not known", "D", "1", "", "Tables and seating are rotting in places, edge features to the\nsides of pathways have deteriorated and are falling apart", "Yes", "" ], [ "CR", "Ex", "Central", "Z", "Pedestrian Area", "Walling", "Natural Stone", "", "A", "3", "", "Satisfactory condition", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "Cp/F Ex Central Z", "", "", "", "", "Carpark School Frontage", "", "", "", "", "", "", "", "" ], "rows": [ [ "Cp/F", "Ex", "Central", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "Cp/F", "Ex", "Central", "Z", "Vehicle Area", "Roadway Surface", "Macadam", "", "A", "3", "", "Settlement has caused some local undulations to the surface\nwhich is evident against some of the Kerbs. The surface is\ngenerally is good condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "B", "3", "", "Aged in all areas with some local fractures, generally sound;\nthe upstand of the Kerbs is not consistent due presumably to\nthe settlement", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Vehicle Area", "White Lines", "Painted", "", "B", "2", "", "Lines are worn in places", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Vehicle Area", "Parking Bay Surface", "Macadam", "", "A", "3", "", "Settlement has caused some local undulations to the surface\nwhich is evident against some of the Kerbs. The surface is\ngenerally is good condition, there is detritus and evidence of\nstanding water areas", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Vehicle Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Aged but in a satisfactory condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "A", "3", "", "Aged but in a satisfactory condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Macadam", "", "C", "2", "", "Sections adjacent to Blocks J & K are uneven in places,\nsettlement has occurred to a small degree and the surface is\nuneven in places. Path adjacent to the Tennis Court has\nsections missing which pose as trip hazards", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Slabs", "", "A", "2", "", "A few local fractures / cracks but generally satisfactory", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Concrete", "", "E", "1", "", "Concrete surface adjacent to the Kitchen has large cracks and\nsubstantial gaps which could cause a trip hazard", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Limited Access Area", "Street Furniture", "Timber", "Painted", "A", "2", "", "Flag Pole is very aged and has corrosion to metal parts", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Limited Access Area", "Hardstand", "Gravel (Loose)", "Painted", "B", "2", "", "The ground cover is this area is uneven, with poor inset\nwooden treads", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Railings", "Steel", "Powder Coating", "A", "3", "", "Colouring has faded significantly but the functionally is in\nsatisfactory condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Bollards", "Steel", "Painted", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Bollards", "Timber", "Treated", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Seating", "Steel", "Powder Coating", "A", "2", "", "Fixing down bolts are corroding", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Walling", "Rendered", "Painted", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Walling", "Rendered", "", "D", "2", "", "The north boundary wall has hairline cracks and delaminating\nrender local to the construction joints. The wall is starting to\nlean forward out of the vertical slightly", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Walling", "Rendered", "", "D", "1", "", "The small retaining wall adjacent to the Triple Tennis Courts\nhas cracking and several sections where the concrete capping\nhas broken off and or been displaced. Broken materials are\nlaying in the local grass", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Steps", "Brick", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Walling", "Rendered", "", "A", "3", "", "Satisfactory condition (Bin Store)", "", "" ] ], "row_count": 21, "col_count": 14 }, { "headers": [ "Cp/D Ex West Z", "", "", "", "", "Carpark Block D", "", "", "", "", "", "", "", "" ], "rows": [ [ "Cp/D", "Ex", "West", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "Cp/D", "Ex", "West", "Z", "Vehicle Area", "Roadway Surface", "Concrete", "", "E", "2", "", "The ramp access has an uneven surface with sections of old\nbrick walling substructure forming the surface locally", "", "" ], [ "Cp/D", "Ex", "West", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "E", "2", "", "There is kerbing completely failed to the short Kerbs section\nof the ramp", "", "" ], [ "Cp/D", "Ex", "West", "Z", "Vehicle Area", "Roadway Surface", "Consolidated Stone", "", "E", "2", "", "The consolidated stone has become pitted from continued\nvehicle turning, several pot‐holes and depressions are\n>100mm", "", "" ], [ "Cp/D", "Ex", "West", "Z", "Vehicle Area", "Parking Bay Surface", "Consolidated Stone", "", "E", "2", "", "The consolidated stone has become pitted from continued\nvehicle turning, several pot‐holes and depressions are\n>100mm", "", "" ], [ "Cp/D", "Ex", "West", "Z", "Vehicle Area", "Back Edge Kerbs", "Timber", "", "E", "2", "", "Timber strip edge between the stone surface and grass areas\nhas become overgrown and has worn where visible", "", "" ], [ "Cp/D", "Ex", "West", "Z", "Vehicle Area", "Walling", "Rendered", "", "D", "2", "", "The north boundary wall has hairline cracks and delaminating\nrender local to the construction joints. The wall is starting to\nlean forward out of the vertical slightly", "", "" ], [ "Cp/D", "Ex", "West", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "C", "2", "", "Inspection chamber cover is not suitably rated for vehicle\npassage, security screws are missing and the cover seating\nring has not been encapsulated in concrete", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "TTC Ex Central Z", "", "", "", "", "Triple Tennis Court", "", "", "", "", "", "", "", "" ], "rows": [ [ "TTC", "Ex", "Central", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "TTC", "Ex", "Central", "Z", "Sports Area", "Hardstand", "Macadam", "", "A", "3", "", "Surface has some settlement local to the perimeter Kerbs and\nundulation but remains satisfactory", "", "" ], [ "TTC", "Ex", "Central", "Z", "Sports Area", "White Lines", "Painted", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "TTC", "Ex", "Central", "Z", "Sports Area", "Drainage Gullies", "Steel", "", "B", "3", "", "The gully grate is set approximately 100mm below the local\nsurface level", "", "" ], [ "TTC", "Ex", "Central", "Z", "Sports Area", "Back Edge Kerbs", "Concrete", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "TTC", "Ex", "Central", "Z", "Sports Area", "Fencing", "Steel", "Galvanised", "C", "2", "", "Fencing support wires have broken at most posts, connection\nrings are corroding. There are gaps in the wiring on the gate", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "Cp/H Ex North Z", "", "", "", "", "Carpark Horseshoe & Lane", "", "", "", "", "", "", "", "" ], "rows": [ [ "Cp/H", "Ex", "North", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "Roadway Surface", "Macadam", "", "B", "2", "", "There is one section of the road surface which has started to\nbreak‐up", "", "Yes" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "White Lines", "Painted", "", "B", "2", "", "Paint has worn and may be indistinguishable is poor light and\nor wet conditions", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "Parking Bay Surface", "Macadam", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "Drainage Gullies", "Concrete", "", "B", "3", "", "There is one channel section to the roadside which has\ndisplaced and brakes the continuity of the channel", "", "Yes" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Pedestrian Area", "Pathways", "Macadam", "", "B", "2", "", "There is a section of the pathway where the macadam\nappears to have been lain Thin, the material is beginning to\nbreak up. Some local settlement has occurred local to the sign\nposts", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Pedestrian Area", "Back Edge Kerbs", "Concrete", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Pedestrian Area", "Railings", "Steel", "Powder Coating", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Pedestrian Area", "Planters", "Brick", "", "B", "3", "", "Pointing has started to deteriorate local to the top capping\nheader course", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Pedestrian Area", "Walling", "Natural Stone", "", "B", "2", "", "Small local sections of the stone walling along the north\nboundary have started to break‐up", "Yes", "" ], [ "Cp/H", "Ex", "North", "Z", "Pedestrian Area", "Walling", "Brick", "", "D", "2", "", "Capping to the small retaining wall has been dislodged along\nsections of one wall", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Pedestrian Area", "Walling", "Brick", "", "C", "2", "", "Small section of pointing has started to deteriorate", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "Street Furniture", "Steel", "Painted", "B", "2", "", "Overhead light column has corrosion on the neck of the\ncolumn", "", "" ] ], "row_count": 16, "col_count": 14 }, { "headers": [ "MR Ex Central Z", "", "", "", "", "Main Entrance Road", "", "", "", "", "", "", "", "" ], "rows": [ [ "MR", "Ex", "Central", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "MR", "Ex", "Central", "Z", "Vehicle Area", "Roadway Surface", "Macadam", "", "B", "3", "", "Macadam has started to break‐up along the junction with the\nMain Road", "", "" ], [ "MR", "Ex", "Central", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "A", "3", "", "some chips/crack to Kerbs but generally satisfactory condition", "", "" ], [ "MR", "Ex", "Central", "Z", "Vehicle Area", "White Lines", "Painted", "", "B", "2", "", "Paint has worn and may be indistinguishable is poor light and\nor wet conditions", "", "" ], [ "MR", "Ex", "Central", "Z", "Vehicle Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "MR", "Ex", "Central", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "MR", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Macadam", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "MR", "Ex", "Central", "Z", "Pedestrian Area", "Walling", "Natural Stone", "", "A", "3", "", "Satisfactory condition", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "HP Ex Central Z", "", "", "", "", "Hockey Pitch (Single)", "", "", "", "", "", "", "", "" ], "rows": [ [ "HP", "Ex", "Central", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "HP", "Ex", "Central", "Z", "Sports Area", "Hardstand", "Macadam", "", "A", "3", "", "Surface has some settlement local to the perimeter Kerbs and\nundulation but remains satisfactory. There is some detritus\nand evidence of standing water", "", "" ], [ "HP", "Ex", "Central", "Z", "Sports Area", "White Lines", "Painted", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "HP", "Ex", "Central", "Z", "Sports Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "HP", "Ex", "Central", "Z", "Sports Area", "Drainage Covers", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "HP", "Ex", "Central", "Z", "Sports Area", "Back Edge Kerbs", "Concrete", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "HP", "Ex", "Central", "Z", "Sports Area", "Fencing", "Steel", "Galvanised", "C", "2", "", "Fencing support wires have broken at most posts, connection\nrings are corroding. There are gaps in the wiring on the gate\nand there are two posts that have moved away from the\nvertical", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "BGR Ex North Z", "", "", "", "", "Block G Road", "", "", "", "", "", "", "", "" ], "rows": [ [ "BGR", "Ex", "North", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "BGR", "Ex", "North", "Z", "Vehicle Area", "Roadway Surface", "Macadam", "", "B", "3", "", "There is some tearing local to one chamber cover but\ngenerally satisfactory", "", "" ], [ "BGR", "Ex", "North", "Z", "Vehicle Area", "Parking Bay Surface", "Macadam", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "BGR", "Ex", "North", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "BGR", "Ex", "North", "Z", "Vehicle Area", "White Lines", "Painted", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "BGR", "Ex", "North", "Z", "Vehicle Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "BGR", "Ex", "North", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "BGR", "Ex", "North", "Z", "Vehicle Area", "Walling", "Natural Stone", "", "A", "3", "", "Satisfactory condition", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "EAR Ex East Z", "", "", "", "", "East Access Road", "", "", "", "", "", "", "", "" ], "rows": [ [ "EAR", "Ex", "East", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "EAR", "Ex", "East", "Z", "Vehicle Area", "Roadway Surface", "Macadam", "", "C", "1", "", "Macadam has broken up is several local sections", "", "" ], [ "EAR", "Ex", "East", "Z", "Vehicle Area", "Hardstand", "Concrete", "", "C", "2", "", "Cracking is widespread", "", "" ], [ "EAR", "Ex", "East", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "B", "2", "", "One chamber has sunk and the cover has deflected", "", "" ], [ "EAR", "Ex", "East", "Z", "Vehicle Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "EAR", "Ex", "East", "Z", "Vehicle Area", "Walling", "Natural Stone", "", "D", "2", "", "The cement/concrete capping to the entire boundary wall has\nbeen displaced all the way along. One section adjacent to the\nMUA Substation has started to collapse", "", "" ], [ "EAR", "Ex", "East", "Z", "Vehicle Area", "Walling", "Brick", "", "A", "3", "", "Old but generally functional", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "GC Ex East Z", "", "", "", "", "Groundman's Compound", "", "", "", "", "", "", "", "" ], "rows": [ [ "GC", "Ex", "East", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "GC", "Ex", "East", "Z", "Vehicle Area", "Roadway Surface", "Macadam", "", "B", "3", "", "", "", "" ], [ "GC", "Ex", "East", "Z", "Vehicle Area", "Hardstand", "Concrete", "", "C", "2", "", "Cracking is widespread", "", "" ], [ "GC", "Ex", "East", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "A", "3", "", "Old but satisfactory", "", "" ], [ "GC", "Ex", "East", "Z", "Vehicle Area", "Walling", "Brick", "", "A", "3", "", "Old but generally functional. One brick missing from the top\ncorner of one wall", "", "" ], [ "GC", "Ex", "East", "Z", "Vehicle Area", "Walling", "Natural Stone", "", "C", "2", "", "The cement/concrete capping to the entire boundary wall has\nbeen displaced", "", "" ], [ "GC", "Ex", "East", "Z", "Vehicle Area", "Gates", "Steel", "Galvanised", "A", "3", "", "Adjustment required but generally functional", "Yes", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "Cp/C Ex East Z", "", "", "", "", "Carpark Block C", "", "", "", "", "", "", "", "" ], "rows": [ [ "Cp/C", "Ex", "East", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "Cp/C", "Ex", "East", "Z", "Vehicle Area", "Roadway Surface", "Consolidated Stone", "", "E", "2", "", "The consolidated stone has become pitted from continued\nvehicle turning, several pot‐holes and depressions are\n>100mm", "", "" ], [ "Cp/C", "Ex", "East", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "B", "3", "", "Aged in all areas with some local fractures, generally sound", "", "" ], [ "Cp/C", "Ex", "East", "Z", "Vehicle Area", "Parking Bay Surface", "Consolidated Stone", "", "E", "2", "", "The consolidated stone has become pitted from continued\nvehicle turning, several pot‐holes and depressions are\n>100mm", "", "" ], [ "Cp/C", "Ex", "East", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "B", "2", "", "One cover cannot be lifted, but generally functional", "", "" ], [ "Cp/C", "Ex", "East", "Z", "Vehicle Area", "Gates", "Steel", "Galvanised", "A", "3", "", "Adjustment required but generally functional", "Yes", "" ], [ "Cp/C", "Ex", "East", "Z", "Vehicle Area", "Walling", "Natural Stone", "", "C", "2", "", "The cement/concrete capping to the entire boundary wall has\nbeen displaced", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "IC/N Ex North Z", "", "", "", "", "Internal Courtyard (between A‐5 & E‐6)", "", "", "", "", "", "", "", "" ], "rows": [ [ "IC/N", "Ex", "North", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "IC/N", "Ex", "North", "Z", "Limited Access Area", "Hardstand", "Slabs", "", "B", "2", "", "Worn and uneven surface", "", "" ], [ "IC/N", "Ex", "North", "Z", "Limited Access Area", "Drainage Gullies", "Steel", "", "A", "2", "", "Worn but functional", "", "" ], [ "IC/N", "Ex", "North", "Z", "Limited Access Area", "Drainage Covers", "Steel", "", "A", "2", "", "Worn but functional", "", "" ], [ "IC/N", "Ex", "North", "Z", "Limited Access Area", "Walling", "Rendered", "", "A", "3", "", "Worn but functional", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "IC/S Ex South Z", "", "", "", "", "Internal Courtyard (between B‐1 & E‐1)", "", "", "", "", "", "", "", "" ], "rows": [ [ "IC/S", "Ex", "South", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "IC/S", "Ex", "South", "Z", "Pedestrian Area", "Hardstand", "Slabs", "", "B", "2", "", "Worn but functional", "", "" ], [ "IC/S", "Ex", "South", "Z", "Pedestrian Area", "Drainage Gullies", "Steel", "", "B", "2", "", "Worn but functional", "", "" ], [ "IC/S", "Ex", "South", "Z", "Pedestrian Area", "Drainage Covers", "Steel", "", "B", "2", "", "Worn but functional", "", "" ], [ "IC/S", "Ex", "South", "Z", "Pedestrian Area", "Back Edge Kerbs", "Concrete", "", "B", "2", "", "Worn but functional", "", "" ], [ "IC/S", "Ex", "South", "Z", "Pedestrian Area", "Street Furniture", "Timber", "", "A", "3", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "IC/W Ex West Z", "", "", "", "", "Internal Courtyard (between J‐3 & D‐1)", "", "", "", "", "", "", "", "" ], "rows": [ [ "IC/W", "Ex", "West", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "IC/W", "Ex", "West", "Z", "Pedestrian Area", "Hardstand", "Timber", "Treated", "A", "3", "", "", "", "" ], [ "IC/W", "Ex", "West", "Z", "Pedestrian Area", "Pathways", "Timber", "Treated", "A", "3", "", "", "", "" ], [ "IC/W", "Ex", "West", "Z", "Limited Access Area", "Pathways", "Gravel (Loose)", "", "A", "3", "", "", "", "" ], [ "IC/W", "Ex", "West", "Z", "Pedestrian Area", "Fencing", "Timber", "Treated", "A", "3", "", "", "", "" ], [ "IC/W", "Ex", "West", "Z", "Pedestrian Area", "Street Furniture", "Timber", "Treated", "A", "3", "", "", "", "" ], [ "IC/W", "Ex", "West", "Z", "Pedestrian Area", "Drainage Covers", "Steel", "", "B", "2", "", "Worn but functional", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "AWP Ex South Z", "", "", "", "", "All weather Sports Pitch", "", "", "", "", "", "", "", "" ], "rows": [ [ "AWP", "Ex", "South", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "AWP", "Ex", "South", "Z", "Pedestrian Area", "Pathways", "Macadam", "", "A", "3", "", "Some weeds are present but the surface is generally sound", "", "" ], [ "AWP", "Ex", "South", "Z", "Pedestrian Area", "Back Edge Kerbs", "Concrete", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "AWP", "Ex", "South", "Z", "Pedestrian Area", "Fencing", "Steel", "Galvanised", "A", "3", "", "There is widespread deposits to the powder coated fencing\nwhich appears to be salts, local areas where individual wires\nare bent. Two panels have been removed, presumably for\naccess. There is some local patches where the paint has\ndelaminated from Galvanised posts. Posts along the North\nelevation appear to have been re‐set into the ground.\nGenerally in sound condition", "", "" ], [ "AWP", "Ex", "South", "Z", "Pedestrian Area", "Street Furniture", "Steel", "Galvanised", "A", "3", "", "Sports Lighting Columns ‐ There is light surface corrosion\nstaining in some locations, the columns are in sound\ncondition generally", "", "" ], [ "AWP", "Ex", "South", "Z", "Pedestrian Area", "Steps", "Slabs", "", "B", "2", "", "There is one broken slab at the top of three steps out of the\nEast side gate", "", "" ], [ "AWP", "Ex", "South", "Z", "Pedestrian Area", "Hardstand", "Astro‐turf", "", "A", "3", "", "Surface is aged but generally sound, there is some local moss\ngrowth", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "GAS Ex West Z", "", "", "", "", "Gas Building", "", "", "", "", "", "", "", "" ], "rows": [ [ "GAS", "Ex", "West", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "GAS", "Ex", "West", "Z", "Wall", "Cover", "Rendered", "", "B", "3", "", "Aggregate loss in places", "", "" ], [ "GAS", "Ex", "West", "Z", "Wall", "Doorways", "Rendered", "", "A", "3", "", "", "", "" ], [ "GAS", "Ex", "West", "Z", "Wall", "Doors", "Timber", "", "A", "3", "", "", "", "" ], [ "GAS", "Ex", "West", "Z", "Wall", "RWP Downpipes", "UPVC", "", "B", "1", "", "Broken downpipe connections", "", "" ], [ "GAS", "Ex", "West", "Z", "Wall", "Fixings", "Proprietary", "", "A", "2", "", "Lights", "", "" ], [ "GAS", "Ex", "West", "Z", "Wall", "Penetrations", "Brick", "", "A", "3", "", "Multiple airbricks", "", "" ], [ "GAS", "Ex", "West", "Z", "Roof", "Cover", "Mineral Felt", "", "A", "3", "", "", "", "" ], [ "GAS", "Ex", "West", "Z", "Roof", "Eaves/Fascia", "UPVC", "", "A", "3", "", "", "", "" ], [ "GAS", "Ex", "West", "Z", "Roof", "RWP Guttering", "UPVC", "", "A", "3", "", "", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "OIL Ex Central Z", "", "", "", "", "Oil Storage Building", "", "", "", "", "", "", "", "" ], "rows": [ [ "OIL", "Ex", "Central", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "OIL", "Ex", "Central", "Z", "Wall", "Cover", "Dash", "", "B", "2", "", "Several cracks and patchy loss of chippings but generally\nserviceable", "", "" ], [ "OIL", "Ex", "Central", "Z", "Wall", "Doorways", "Rendered", "", "B", "2", "", "Not fully sealed around the frame", "", "" ], [ "OIL", "Ex", "Central", "Z", "Wall", "Doors", "Timber", "", "C", "2", "", "Rotting door", "", "" ], [ "OIL", "Ex", "Central", "Z", "Wall", "RWP Downpipes", "UPVC", "", "A", "2", "", "Aged but serviceable", "", "" ], [ "OIL", "Ex", "Central", "Z", "Wall", "Parapets", "Dash", "", "B", "2", "", "Several cracks and patchy loss of chippings but generally\nserviceable", "", "" ], [ "OIL", "Ex", "Central", "Z", "Wall", "Fixings", "Services", "", "A", "3", "", "Light fitting", "", "" ], [ "OIL", "Ex", "Central", "Z", "Wall", "Steps", "Metal", "", "B", "2", "", "Corroding metalwork", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "Cover", "Corrigated Board", "", "A", "3", "", "Possibly asbestos boards", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "Cover", "Concrete", "", "A", "3", "", "", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "Eaves/Fascia", "Concrete", "", "A", "3", "", "", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "Eaves/Fascia", "Timber", "", "B", "2", "", "Delaminating paint, and wood is deteriorating", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "Soffit", "Concrete", "", "A", "3", "", "", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "RWP Guttering", "UPVC", "", "A", "2", "", "Aged but serviceable, vegetation is present", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "Flashing", "Lead", "", "A", "3", "", "", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "Side Abutment", "Lead", "", "A", "3", "", "", "", "" ] ], "row_count": 16, "col_count": 14 }, { "headers": [ "BKR Ex South Z", "", "", "", "", "Block K Road / Track", "", "", "", "", "", "", "", "" ], "rows": [ [ "BKR", "Ex", "South", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "BKR", "Ex", "South", "Z", "Vehicle Area", "Roadway Surface", "Consolidated Stone", "", "E", "2", "", "The consolidated stone has become pitted from continued\nvehicle use, extensively pot‐holed and depressions are\n>150mm", "", "" ], [ "BKR", "Ex", "South", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "B", "3", "", "Kerbs to one side of the rack only are old, work but\nserviceable", "", "" ], [ "BKR", "Ex", "South", "Z", "Vehicle Area", "Parking Bay Surface", "Consolidated Stone", "", "E", "2", "", "The consolidated stone has become pitted from continued\nvehicle turning, several pot‐holes and depressions are\n>100mm", "", "" ], [ "BKR", "Ex", "South", "Z", "Vehicle Area", "Parking Bay Surface", "Concrete", "", "A", "3", "", "Generally sat", "", "" ], [ "BKR", "Ex", "South", "Z", "Vehicle Area", "Drainage Gullies", "Steel", "", "B", "2", "", "Worn but functional", "", "" ], [ "BKR", "Ex", "South", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "C", "2", "", "Local erosion to the consolidated stone is resulting in one\ncover effectively above the ground level", "", "" ], [ "BKR", "Ex", "South", "Z", "Vehicle Area", "Hardstand", "Concrete", "", "A", "3", "", "", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Notes Survey Key:\nN\nIsle of Man Survey Maps reproduced by Mullen Consulting Ltd with the permission and under\nlicence (No. E21714) from the Department of Infrastructure, Isle of Man Government.\nUnauthorised reproduction in whole or in part is prohibited. © Crown Copyright.", "", "", "Revision History:", "", "", "", "Client:\nDepartment of Education & Children\nJob Title:\nCastle Rushen High School\nWeb:\nCondition Survey\nE-mail:\nTel:\n© Copy", "SURVEYING & CLERK OF WORKS SERVICES\nwww.mullenconsulting.im 10A Beech House\nElm Tree Road, Onchan\nenquiries@mullenconsulting.im\nIsle of Man\n01624 639188 IM3 4EF\nright of this drawing belongs to Mullen Consulting Ltd and may not be copied without written permission", "Job Number:\nA302", "", "Drawing Number:\nEX-01", "Revision:\n0" ], [ "", "", "", "Rev", "Date", "By", "Description", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "Scale:\nNTA", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "Sheet Size:\nISO A3", "", "Drawing Title:\nSurvey\nBlock Location Plan", "" ], [ "", "", "", "", "", "", "", "", "", "Date:\nMay 2017", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "Drawn By:\nMC", "", "", "" ], [ "", "10 20 30 40 50", "", "", "", "", "", "", "60 70 80 90mm", "", "", "", "" ] ], "row_count": 7, "col_count": 13 }, { 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Sixth\nForm / Business Manager\nHelen Berry - Assistant Business\nManager", "" ], [ "", "", "", "", "" ], [ "", "TURNER & TOWNSEND\nDarren Clegg - Associate Director\nPhillip Jackson - Project Manager\nDavid Moorcroft - Cost Manager", "", "SHEPPARD ROBSON\nJames Jones - Project Partner\nRupert Goddard - Partner\nJasmin Eastwood - Architect\nStuart Pavitt - Architectural\nAssistant", "" ], [ "", "", "", "", "" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "Target areas\nper room total" ], "rows": [ [ "m2 m2 m2\n62 744\n93 186\n31 62\n9 18\n10 20" ], [ "1,030\n62 372\n93 93\n31 31\n9 9\n10 10" ], [ "515\n62 372\n93 93\n31 31\n9 9\n10 10" ], [ "515\n62 372\n93 93\n31 31\n9 9\n10 10" ], [ "515\n93 744\n62 124\n93 186\n31 62\n9 9\n93 93\n10 10" ], [ "1,228" ] ], "row_count": 6, "col_count": 1 }, { "headers": [ "Target areas\nper room total" ], "rows": [ [ "m2 m2 m2" ], [ "93 279\n41 41\n93 93\n93 186\n109 218\n41 41\n109 218\n93 93\n31 31\n9 9\n4 4\n45 45\n10 40\n10 10" ], [ 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[ "BB98 baseline", "9,497m2", "Running total" ], "rows": [ [ "SEN", "1,105m2", "10,602m2" ], [ "Additional specialist brief", "853m2", "11,455m2" ], [ "Additional sports/PE brief", "769m2", "12,224m2" ], [ "Central spaces", "1,037m2", "13,261m2" ], [ "Collaboration spaces", "1,379m2", "14,640m2" ], [ "BENCHMARK GIFA\nGIFA FROM SOA", "14,640m2\n14,901m2", "" ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "ICT Element", "Funding", "Procurement\nProcess" ], "rows": [ [ "Management Information System (MIS), School office\nequipment e.g. PC, Printer, prior to opening", "DfE Project\nDevelopment\nGrant", "School choice" ], [ "Broadband installation and first year of service in\npermanent and any temporary sites", "DFE Capital\nFunding\nApproval Letter\n(broadband)", "School choice\nafter providing\nDFE with three\nquotes" ], [ "Passive network (cabling)", "DFE Capital\nFunding\nApproval Letter\n(construction)", "DFE to manage\nas part of the\nconstruction\nproject" ], [ "Servers and network equipment", "DFE Capital\nFunding Approval\nLetter (ICT)", "School to procure\npartner supported\nby DFE" ], [ "User devices, classroom AV, software and peripherals", "", "" ], [ "Educational consultancy on ICT and staff training", "", "" ], [ "Initial technical support", "", "" ], [ "Additional costs for moving equipment from any\ntemporary to permanent sites", "", "" ], [ "On-going technical support beyond the initial period", "School Budget\n(Revenue)", "School choice" ], [ "Technical support\nOngoing software licensing\nRenewal and replacement", "School Budget\n(Revenue)", "School choice" ] ], "row_count": 10, "col_count": 3 }, { "headers": [ "End Q219", "DESC/Treasury agreement on scope/budget" ], "rows": [ [ "End Q319", "Design team appointments in place" ], [ "End Q120", "Detailed brief and feasibility scheme; D1 complete. New pitches enabling phase – construction start" ], [ "End Q320", "I1 complete/planning submitted. New pitches enabling phase – construction complete" ], [ "End Q121", "Planning approval" ], [ "End Q221", "Interim I2/1st stage tender" ], [ "End Q321", "New pitches established and playable" ], [ "End Q421", "2nd stage tender. I2 and I3 complete" ], [ "End Q122", "Motion to Tynwald/construction start" ], [ "End Q324", "Phase 1 build complete/new school open" ], [ "End Q325", "Phase 2 demolition/externals/sports facilities completed" ] ], "row_count": 10, "col_count": 2 }, { "headers": [ "", "", "", "£1 2 ,935,205 £2 1 ,370,919 £3 985,289 £4 1 ,650,359 £5 2 ,117,912 £6 3 ,954", "", "", "", "", "" ], "rows": [ [ "Abnormals\nPreliminaries\nOverheads & Profit\nDescription", "", "", "£ 4 ,827\n£ 2 ,676\n£ 380\nStanley Park", ",489 £ 2 ,254\n,534 £ 1 ,250\nArchbishop\n,169 £ 177\nBlanch", ",731 £ 1 ,619\n,104 £ 898\n,562 £ 127\nNotre Dame", ",898 £ 2 ,713\n,162 £ 1 ,504\n,627 £ 213\nSt Ambrose", ",330 £ 3 ,48\n,421 £ 1 ,93\n,775 £ 27\nCulcheth", "2,026 £ 3 ,251\n0,629 £ 1 ,845\nDean Ardwick\n4,339 £ 1 ,138\nSchool" ], [ "Design fees\nConstruction\nContingency\nExternals\nFF&E\nAbnormals\nTotal Develpement Cost\nPreliminaries\nOverheads & Profit\nInflation to 1Q2019\nDesign fees\nContinCgeunrcryent Location Factor\nFF&E", "", "", "redacted", "", "", "", "", "" ], [ "Total", "DDeevveelloppemmeenntt", "CCoosstt uplifted to Q1 20", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "" ], [ "InflatiGoInF At o( m12Q)2019\nCurrenDte vLeolcoaptmioenn tF -a Cctoosrt per m2", "", "", "", "", "", "", "", "" ], [ "No of Pupils (nr)\nDevelopment Cost uplifted to Q1 2019", "", "", "", "", "", "", "", "" ], [ "Cost per pupil", "", "", "", "", "", "", "", "" ], [ "GIFA (m2)\nDevelopment - Cost per m2", "", "", "", "", "", "", "", "" ], [ "No of Pupils (nr)", "", "", "", "", "", "", "", "" ], [ "Cost per pupil", "", "", "", "", "", "", "", "" ] ], "row_count": 10, "col_count": 9 }, { "headers": [ "", "£1 2,935,205 £2 1,370,919 £3 985,289 £4 1,650,359 £5 2,117,912 £6 3,954,375 £7 621,726 £8 1,419,699 £9 1,419,699 1£ 0 1,737,625 1£ 1 1,597", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Abnormals\nPreliminaries\nDescrOipvteiorhneads & Profit", "£ 4,827\n£ 2,676\nStanle£y P a r 3k80", ",489 £ 2,254\n,53A4rch£b i s h 1o,p2 50\n,169Bla£n c h 177", ",731 £ 1,619\n,104 £ 898\n,5N62otre£ D a m e127", ",898 £ 2,713\n,162 £ 1,504\n,62S7t Am£ b r o s e213", ",330 £ 3,482\n,421 £ 1,930\n,775Culc£h e t h 274", ",026 £ 3,251\n,6D2e9an A£ r d w 1i,c8k4 5\n,339Sc£h o o l1,138", ",375 £ 1,819\n,438TI£B H S 966\n,02B0lac£k b u r n 64", ",851 £ 1,877\nEden\n,17M2anc£h e s t1e,0r 65\n,166(G£ir l s ) 193", ",818 £ 1,877\nEden\n,68M0anc£h e s t1e,0r 65\n,260(B£o y s ) 193", ",818 £ 2,857\n,D68id0sbu£r y H 1i,g5h84\n,260Sc£h o o l 225", ",846 £ 2,627\n,493 £ 1,456\n,058La£u r u s 206" ], [ "ConstrDuectsiiognn fees\nExternCaolsntingency\nAbnormFFa&lsE (per pupil)\nPrelimi nTaortiaesl Develpement Cost\nOverheads & Profit\nInflation to 1Q2019\nDesign fees\nContinCgeunrrceynt Location Factor\nFF&E (per pupil)", "redacted\n1", "", "", "", "", "", "", "", "", "", "" ], [ "Total DDeevveelloppemmeenntt CCoosstt uplifted to Q1 20", "", "", "", "", "", "", "", "", "", "", "" ], [ "InflatiGoInF At o( m1Q2)2019\nCurrenDte vLeolcoaptmioenn tF -a cCtoosrt per m2", "", "", "", "", "", "", "", "", "", "", "" ], [ "No of Pupils (nr)\nDevelopment Cost uplifted to Q1 2019", "", "", "", "", "", "", "", "", "", "", "" ], [ "Cost per pupil", "", "", "", "", "", "", "", "", "", "", "" ], [ "GIFA (m2)\nDevelopment - Cost per m2", "", "", "", "", "", "", "", "", "", "", "" ], [ "No of Pupils (nr)\nDescription", "", "", "", "", "", "", "", "", "", "", "" ], [ "Construction\nCost per pupil", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 9, "col_count": 12 }, { "headers": [ "", "£ 5,430,569 £ 310,470 £ 2,321,854 £ 1,573,731 £ 934,159 £ 4,518,515 £ 2,520,547 £ 2,563,268 £ 3,371,845 £ 1,486\n12 13 14 15 16 17 18 19 20 21", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Preliminaries\nOverheads & Profit\nDesign fees\nDescription\nContingency", "£ 3,010\n£ 427\n£ 2,653\nAnderson High\n£ 416", ",903 £ 511\nKings\n,662 £ 354\nLeadership\n,727 £ 565\nWarrington\n,596 £ 5 28,41", ",130 £ 1,287\n,584 £ 182\nArchbishop\n,613 £ 1,134\nBeck\n9.25 £ 178", ",365 £ 872\n,932 £ 123\n,725 £ 769\nSandymoor\n,128 £ 120", ",533 £ 1,836\nESLA\n,933 £ 592\n(Academy of\n,027 £ 1,960\nSt Nicholas\n,726 £ 927", ",356 £ 2,505\n,660 £ 355\nSt Ninian's -\n,314 £ 2,208\nIOM\n,376 £ 346", ",227 £ 1,397\n,837 £ 198\nCity Academy\n,038 £ 1,231\nNorwich\n,629 £ 193", ",482 £ 1,421\n,495 £ 201\n,702 £ 1,252\nWaingels\n,359 £ 196", ",168 £ 1,869\n,860 £ 265\nOasis\n,579 £ 1,647\nAcademy\n,636 £ 258", ",472 £ 824\n,536 £ 117\n,702 £ 726\nCampsmount\n,665 £ 114" ], [ "Construction\nFF&E\nExternals\nTotal\nAbnormals\nPreliminaries\nInflation\nOverheads & Profit\nDesign fees\nCurrent Location Factor\nContingency\nFF&E", "redacted", "", "", "", "", "", "", "", "", "" ], [ "Q1 2019, Location factor 1 - Total\nTotal", "", "", "", "", "", "", "", "", "", "" ], [ "GIFA (m2)\nInflation\nConstruction (Building) - Cost per m2\nCurrent Location Factor", "", "", "", "", "", "", "", "", "", "" ], [ "No of Pupils (nr)\nQ1 2019, Location factor 1 - Total", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "" ], [ "Cost per pupil\nGIFA (m2)\nConstruction (Building) - Cost per m2", "", "", "", "", "", "", "", "", "", "" ], [ "No of Pupils (nr)", "", "", "", "", "", "", "", "", "", "" ], [ "Cost per pupil", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 9, "col_count": 11 }, { "headers": [ "Castle Rushen High School", "", "" ], "rows": [ [ "Base 1Q2019 329\nStart on Site 1Q2022 374", "", "" ], [ "Budget Estimate Location Factor I", "OM: 1.15", "" ], [ "GIA (m2): 1 4,901\nMarch 2019 Pupils (No): 1 ,000", "", "" ], [ "Rev A", "", "" ], [ "", "", "" ], [ "CRHS School Project", "", "" ], [ "A benchmarking exercise has been undertaken to determine the potential costs for constructing the new Castle Rushen High School.\nTurner & Townsend have worked with the UK DfE for a number of years and have completed many projects on their behalf. A selection of 21 Schools have been reviewed to\nproduce this document, with 6 specific schools highlighted as 'Precedent' examples given their alignment to Client expectations.\nTypical Build Costs for the proposed Castle Rushen High School Scheme based on Precedent Schools are detailed below. From the data analysed there is a circa 8% uplift against\nthe Typical Build Cost based on All Schools to achieve current design expectations.\nAn inflation assessment to 1Q 2022 has been included below as an extra over sum.\nThe Precedent schools contained a high overall percentage of abnormal costs which in having reviewed the site data for the proposed site we do not consider would be appropriate\nto allocate at the same percentage.", "", "" ], [ "Typical Build Costs Based on Precedent Schools £/m2 £/m2", "", "" ], [ "1Q 2019 Benchmarking Precedent Cost Split Proposed Castle Rushen Split", "", "" ], [ "redacted\nredacted\nConstruction\nExternals\nAbnormals Abnormal allowance reduced\nPreliminaries\nOverheads & Profit\nDesign fees\nContingency\nFF&E (Fixtures Fitting & Equipment) (per pupil)\nTotal Typical Build Costs redacted", "", "" ] ], "row_count": 10, "col_count": 3 }, { "headers": [ "Castle Rushen High School", "", "" ], "rows": [ [ "Base 1Q2019 329\nStart on Site 1Q2022 374", "", "" ], [ "Budget Estimate Location Factor I", "OM: 1.15", "" ], [ "GIA (m2): 1 4,901\nMarch 2019 Pupils (No): 1 ,000", "", "" ], [ "Rev A", "", "" ], [ "", "", "" ], [ "CRHS School Project", "", "" ], [ "", "", "" ], [ "Inflation to 1Q 2022 redacted\nTotal Typical UK Build Costs (including inflation), UK Mean redacted\nAdd Isle of Man indexation @ 15% redacted\nCost per m2 redact\ned\nCost per pupil redacte\nd", "", "" ], [ "General Notes:\nAllowance based on £/m2 of GIA\nBenchmarking allowance based on UK Mainland projects\nTPI index rate used to bring benchmark cost in line with current day\nIncludes Isle of Man Indexation factor at 15% as advised\nBenchmark data used based on UK Mainland School cost data supplied by Sheppard Robson / Turner & Townsend\nThe Precedent schools are those referred to in the Sheppard Robson Outline Brief\nExcluded Legal costs, Surveys, Sales & Marketing Costs, Local authority fees & charges.\nBase date 1Q2019 - Advised by client\nForecasted Start on 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gg,, ,,\nocDococncneooontttniinntenntittrniggiimnnngeegggenineneenccnennycyc y cc wyaayy anhn aaandadnnndt dm mdd e m moqommonunoooniiintptnniootimiitorrttoiioorennrirrnniggiintnng ggg i s\nhhtntheettehhherreeeeeerdreoorreeeeoffodooff fffrom the design", "", "000110001//10011//044//0004//42244//200//2220110001991119999\n01/04/2019", "222222\n2", "333333\n2", "666666\n4" ], [ "111331113333\n14", "FFFiinFnFiFniaaiinnnannaaanccnnniciaaciccaliliiaaallll\nFinancial", "EEEqqEEEquuqqquiiuppuuipimmiipppmmeemmenneeenttn nntt tt\nCCCooCCCossootostssstsststtsss\nAffordability", "equipment costs\ncc\nRRRiiRssRRikskiiisk ss kookk off o oofeef ff ess eceescsacasscaclclaaaaalatltllaiiaatootittoniniiooon niinn nn i ni iinnn\nExtent ofsite\nffiifttfi fftiooiit tt ouu ooouttu uutaat tt ann aaanddnnnd dbbdd bee bbbessepeespspssoopppokkoookeekkke eee\nremediation and\neeeqqeeequuqqquiiuppuuipimmiipppmmeemmenneeenttn nntcct tto co cocscsootostssstsststtsss\nservice diversion\ncosts included in the", "quantity of\nIInnIeInccIInqnnrcruceerccreiaarrpeeeassmaaeasesedssdeeeed ndppdd t prr pooppurrojjrrsoeeoojejeccjjedteectc . tcc t tt\nocococscsootostssstsst s ttwsw ss w iiwtwwtihhtiiith tthpphh poo pppottoeeoottenntteeenttniinntaatittalilii a aal l\nffoofforrffo ooriir nnrr i nissiinnnususussffuffuufiiffccfffifficiieiiecicceniniieeenttn nntt tt\nsststsaatsstannttaaanddnnndaadddarraddaarrd rrdoodd orr o oorr rr\nReduction in\nqqquuqqquaauuuannaaanttniinnttttiyytttiiity ttyooyy off o ooff ff\nconstruction\neeeqqeeequuqqquiiuppuuipimmiipppmmeemmenneeenttn nntuut tt uss uuuesesedssdeeed..d dd.. ..\nbudget", "ll\nCCCllCiiCCleeillelniniieeenttnnntttt\nClient", "OOOppOOOpeepppenneeen nnn\nOpen", "333333\n4", "222222\n5", "666666\nnn\n20", "DDDeeDDDetteeeeetterrttemmeerrmrrmiimmnninieeiinnne ewwee w hhwwwhaahhhatta aateet tt eqq eeequuqqquiiuppuuipimmiipppmmeemmenneeenttn nntiit sstt i s iiis\nneennneeeeeeeddeeedeedddeddeeed dffdd rr f oofrffrommrrooomm mmtt hh t theetthhhe eddee dee dddesseieesiggsissginniigggn nnn\nAppropriate budget setting\nand contingency required to\nallow for unforeseen costs", "ss", "000110001//10011//044//0004//42244//200//2220110001991119999\n01/04/2019", "222222\n3", "222222\n5", "444444\n15" ], [ "111441114444\n15", "FFFiinFnFiFniaaiinnnannaaanccnnniciaaciccaliliiaaallll\nCommercial", "AAAffAffAAfoFofffffoirrffnoddoorradaarrdnddabbacaabiibllibbiiialtitiiilylyltli iityttyyy\ncc\ncapacity", "project are not\nEEExxEEExttxaeexxttecnntteceenttnu nntoot rtt offa ossooftifsieffttsisseetiiite tteee\nrreerremmrreeemmeemmeddeeediidaaddiatitiiaiiaatootittoniniiooon naann ann aaanddnnnd ddd\nsseseserssrevveerrviirrcvcvvieceiiice cc eddee dii dvvddiveieiivvverresseerrisirroosissoniniiooon nnn\nLack of internal\nocococscsootostssstsst s ttisi ssnn i nicciinnnlcluuclcculddlluuudeedddeddeeed diidd nn i ni iinttnn hh t theetthhhe e\nFinancial capacity\nppprrpoopprrojjrroeeoojjeccjjeteectc tccaat tt arr aeeaarre rrennee noo nnnotto oott tt\naaaccaacacccucucccuccrruaauurrattrraeeaattetteee", "RRReeRRReddeeeduuddduccuuutctciitccootittoniniiooon niinn nn i ni iinnn\nDelays in\nccocococncnooonssnnntstsrrtssuutrttruccrruuutctciitccootittoniniiooon nnn\nee financials/\nbbbuubbbudduuudggdddgeegggetteeetttt\nnegotiation process", "CCCllCiiCCleeillelniniieeenttnnntttt\nClient", "OOOppOOOpeepppenneeennnn\nOpem", "444444\n3", "555555\n4", "A\n222002220000 aa\n12\naa", "AAppAAAppppppprrpoopprropprroooprrpiippraarirratitiiaeeaatte ttebbee buu bbbudduuudggdddgeegggette eetsst tte se setsstetteetiittnntttittniggiinnng ggg\nannaaanddnnnd dccdd o co cocncnooonttniinntnntittniggiinnngeegggenneeenccnnnycycy cc yrryy ee r reqqrreeequuqqquiiurruuieeriiireddrreeed dttdd oo t to ttooo\nAppoint external support\nalllalaaloolllolwlwllooow wwwff oo f forrffo ooruur rr unn uuunffnoonnfforrffoeeoorressrreeeeseseesseeeeenneeen nccnn o co cocscsootostssstsststtsss", "", "000110001//10011//044//0004//42244//200//2220110001991119999\n01/04/2019", "333333\n2", "555555\n4", "111551115555\n8" ], [ "11115511156555", "CCMCooCCCaommonoommmmammmgmeemmeerremcceerricirraaceiccalilniiaaaltlll", "FFFiinFnFiFniaaiinnnannaaanccnnniciaaciccalilii a aal lll\nDefinition\nccacacacpcpaaapaapppaccaaiacittciccyytiiityttyyy", "Staff requirements\nLLLaaLaLLccaakackck cc kookk off o oofiif nnff i nittiineenntterrttenneerrnaarrnnnall a aal lll\nexceed space\nFFFiinFnFiFniaaiinnnannaaanccnnniciaaciccalilii a aalcc llla ca cacpcpaaapaapppaccaaiacittciccyytiiityttyyy\nallocated in design", "BuDiDlDdeeDDDiellnaeaeelgaylylla aayssdy yys iosi ssnn ie ni iinsnn no\nmeeffiitfnnf iffniraaiinennannaqaanccnunniciaaciiccraliliisaesaal/s/lmlls /ss/ e// nts\nnnneeannneggneeegoogdggotto iiootiaatsittatit iiaiiauatootittnoniniiodoon nppenn prrr poopp rsroccrroioeocezcesccseeseessdsssss", "CCCCllCiiCClleeiilleelniniieeennttnnnttttt\nss", "OOOOppOOOpeeppppemmeeeemnmmm", "3343333", "4454444", "11212211102222 A", "Challenge staff requirements\nearly in the design process to\nAAppAAApppppppoopppoiinonooinittiin nnteet tt exx eeexttxeexxtterrttenneerrnaarrnnnall a aalss lllu su sussppuuupppppppooppporrottoorrtrrttt\nensure they are met within\nthe building design", "", "00001100011//10011///0044//00044//42244///2200//2220011000119911199999", "2232222", "4454444", "88185888" ], [ "", "", "", "", "", "", "OOOOppOOOpeeppppemmeeeemnmmm", "", "", "", "", "", "", "", "", "" ], [ "11116611176666", "MMMMaaMMMaannaaannaannnaaggaaaggeegggeemmeeemmmeemmeenneeennttnnnttttt", "DDPDreeDoDDeffegiieefnnfirffniiiaiinttnniimitiooiitittoninmiiooonnenn", "SSSCttSaaSStotaffttnaffaaf tffrrffrf ffee ra reqqrrceeequutqoqquiiurrruuieersiiiremm rredeemmeeommenn eneenttnssonntt s ttts ss\nbuyeee xxeieexccnxexxcetcoeecceeeee ddepeed drssdd op sp sgpssaaprppaccaaaeacecme cc eee m e\naaalllalaaloolllolclcllooaocacactctaeeaattedddtteeeda diidd tnn ie ni iinsddnn dee dddesseieesiggsissginniigggnnnn", "Agreement of\nBBBuuBBBuiiulluuiddliidiliilldnnddiniggiinnng gddgg doo dddoeeoooesse ees nsn ss noo nnno ooo\ncontract is delayed\nmmmmeemmeeeeeeette eetrrt ttee r reqqrreeequuqqquiiurruuieeriiiremmrreeemmeemmenneeenttnssnntt s tts ss\nand opening is\naaannaaanddnnnd diidd ss i s iiiusu ss unn uuunddnnndeeddderre eerssr rri si zzsissezeiiizedzzdeeedddd\ndelayed", "CCCCllCiiCClleeiilleelniniieeennttnnnttttt", "OOOOppOOOppeepppeenneeenn nnn", "4434444", "5545555", "C\nee\n22120022220000\nee\ntt", "CEChhCCCahaahrhhallllalaalyeelllel nlnlleeeenggnnnngeegggge eassee t stg saatssetaffttmaffaaf ffrrfffe ffee r n reqqrreteequu qqqwuiiurruuieieritiiremmhrreeem meemmenneeenttnssnntt s tts ss\nceaaeoeearrallnaaryyrlsrry l llytiiyy nnr i cni iinttunn hh tt theeitthohhe enddee de e dpddesseaieesiggsrissgitnniignggn npepnn prrr posopprr occrrtooeoceocesccs eseesss s sstst ssoo t to tto\neenneeennssnnnussusuussrrueeuurrree rrettee hh t tpheetthhrheyyeoeey ygaayy arrr aeaeaarre m rremmee mm meemmettee eet wwt dtt w iaiwtwwtithhtieiithiitthnsnhhi ni iinnn\nhhattheettrhhhee ebbee rbuu bebbuiiulaluuiddlilidiliiilldnsndditniggiininngc gddgg dee dddesseieesiggsissginniigggnnnn", "oo", "00001100011//10011///0044//00044//42244///2200//2220011000119911199999", "3323333", "5545555", "1115581115555" ], [ "11117711187777", "MMMaaMMMannFaaanaainnnnaggaaaageegnggemmeceemmieemmaennleeenttnnntttt", "PPAPrrPoofPPrfroggrroooogrrrgaaggrdrammrraaaambmmmmmimlmeiemmteyeeeb", "Increased costs due\nCCCooCCConnotoonttonrrnnt aatrtvtraccrraaatactcrootccitorrattossoortr s irrdsdo ss doon dddo sonnoo n/oo n nnotto oott tt\nbbcuubhbbuyyuauuy yiinyy nn i g nittiinooenntto sttoppoo prrr peoopprroqggrrooogurrgaaggrerammrrsaaamtmmmemmmdmeemm e /e\nmaddrdaakdddatteaeeaatttess tteceessosssts", "AAAggAAAgrrgeeggrreeerreeeemmeeemmeemmenneeenttn nntoot tt off o ooff ff\nccocococncnooonttnrrnntaatrttraccrraatactc tcciit sstt i s iiidsd ss dee dddellaeaeelaylyllaaayeeyyyeddeeed ddd\nee Project over spent\naaannaaanddnnnd doodd opp ooopeepppenneeeniinnnnniniggiinnng giigg ss i s iiis ss\ndddeedddellaeaeelaylyllaaayeeyyyeddeeedddd", "CCCCllCiiCClleeiilleelniniieeennttnnnttttt", "OOOOppOOOppeepppeenneeenn nnn", "3333333", "4445444", "EE\ncc\n11112211125222\nee\naa", "EaaEEEarrallaaryyrlrry l llyeeyy enn eeenggnnngaagggaggaaageegggemmeeemmeemmenneeenttn nntwwt tt w iiwtwwtihhtiiith tthhh\nManage expectations and\nocococncnooonssnnntstsrrtsscctrttrucurrcuccttuiiuutootittoniniiooon nppnn paa ppparrattaarnnrtrrtneettnnnerresseerr s rrtst ssoo t to ttooo\nperform VE exercises when\nenneeenssnnnususussrrueeuurre rre ee pp prr poopprroggrrooogrrgaaggrrammrraaammmmmmmmeemme eddee daa dddattaeeaattesstte ees s ss\nrequired\narraeeaarre rrerree ee r reaarreeealliaiaalssiltlsltiiisiitsscctittciiiccc", "", "00001100011//10011///0044//00044//42244///2200//2220011000119911199999", "2223222", "4444444", "88182888" ], [ "111881118888\n19", "FFFiinFnFiFniaaiinnnannaaanccnnniciaaciccaliliiaaallll\nManagement", "AAAffAffAAfooffffforrffoddoorrdaarrdddabbaaabiibllbbiiiltitiiilyyltliiityttyyycc\nDesign", "increasing\nIInnIInccIInnnrcrceerccreaarreeeassaaeasesedssdeeed dccdd o co cocscsootostssstsst s ttdsd ss duu dddueeuuue eee\nttootto ttovvoo vaa vvvarraiiaaraarirratitiiaiiaatootittoniniiooonssnnn s /s/ ss / / //\nhchNchccaahohhannataangg nnngfeeguggesset ees ursr sseer r reeqqrre eequupqqqueeruuuessoeteestoseetssftedditteneed d//gdd / /\nmmmmaammtarhrakkaarerkeerr kkkedtte eetecct ttso co ciocscsgootostnssstsst s tts ss\niinninicciinnnrcrceerccreaarreeeassaaiasinnsissniggiinnngggg", "Project\n//PP PrrPooPPrrojjrrroeeoojejeccjjqeteectuc tccoot ittr ovv oeooveevmvverre eeressr rrnp sp spssetepsppenne eenttnnntttt\nbecome\nunaffordable", "CCCllCiiCCleeillelniniieeenttnnntttt\nClient", "OOOppOOOpeepppenneeennnn\nOpen", "333333\n3", "555555\n4", "111551115555 pp\n12\nrr", "Ensure the building has the\nMMMaaMMMannaaanaannnaggaaageeggge eeeee exx eeexppxxxpeepppecceteectcaatcctattttaiiaatootittoniniiooonssnnn s asa ss ann aaanddnnnd ddd\nfunctionality for future\npeeppperreffeeroorfrrforrffommoorrmrrm mmVV VEE VVVE EeeEE exx eeexeexxxerrecceerricirrsscicceseiiisesssse ees wsw ss w hhwwwheehhhenneeen nnn\nexpansion of infrastructures\neerreqqrreeequuqqquiiurruuieeriiireddrreeedddd\nrather than provide it as a", "", "000110001//10011//044//0004//42244//200//2220110001991119999\n01/04/2019", "333333\n3", "444444\n3", "111221112222\n9" ], [ "111991119999\n20", "MMMaaMMMannaaanaannnaggaaageegggemmeeemmeemmenneeenttnnntttt\nStrategic", "DDDeeDDDesseieesiggsissginniigggnnnn\nStakeholders", "Definition and\nNNNooNNNottco ootofft uttu fn futtfffuuuuutirturrttmueeuurre rraeppee t prr ipoopporrooornrooooff oiiooofnnfifffnigg iinnng ggg\ntthhtrtheettohhhe leddeee dee sdddess eaieesiggsnissginniidgggn nnn\nresponsibilities of", "PPPrrPooPPrrojjrroeeoojjeccjjeteectc tcct tt\nDirrreeerreqqcrreeeqtuuqiqquiiourruuineeriiire mmrreieemsmeemm uenneeennttnssnntct s lttse ss a r\nand bbdbeebebbeccecoeecoicocmscmooiomomeemmne esee are\nnoutu unnmuuunaanannaffaffdaafooffeffforrffo,ddoor rdaarrrdeddabbasaabllbeeubblelllleteeing", "CCCllCiiCCleeillelniniieeenttnnntttt\nClient", "OOOppOOOpeepppenneeennnn\nOpen", "333333\n4", "444444\n4", "EE\nff\n111221112222 ee\n16 rr\nbb", "base line\nEnnEEEnssnnnususussrrueeuurre rrettee hh t theetthhhe ebbee buu bbbuiiulluuiddliidiliilldnnddiniggiinnng ghhgg haa hhhassaa as tst sshh t theetthhhe eee\nuuffunnffuuunccnnntctciitccootittoniniiooonaannnalliaiaalttilyyltliiity ttyffyy oo f forrffo oorffr rruu f futtffuuuuutturrttueeuurre rreee\nAgree a PEP early in the\nexxeeexppxxxpaapppannaaanssnnnisioosissoniniiooon noonn off o oofiif nnff i niffiinrrnnfaafrffrassrraatastsrrtssuutrttruccrruuutctcuutccturrttueeuurressrre ees s ss\nproject. Set up a Project\naarrattrrahhaattheetthhherre eerttr rrhh t thaatthhhannaaan nppnn prr poopprrovvrroooviidvdvvidieeiiddde eiiee tt i tiaaiit tt ass aa as asa ss a aaa\nExecutive to identify and\nbaabbbassaaeasese ss ellee ii lnn illnlieeiinnneeee", "", "000110001//10011//044//0004//42244//200//2220110001991119999\n01/04/2019", "333333\n3", "333333\n4", "999999\n12" ], [ "222002220000\n21", "SSSttSrrSStaatrttrattrraeeaatteggtteeegiigccggiciiiccc\nStrategic", "SSSttSaaSSttakkttaaakeekkkehheeehoohhholldodooldleellddderresseerrsrrsss\nMasterplan", "stakeholders is not\nDDDeeDDDeffeiieefnnfiaffniiiiintgtnniiitirooiitiettoniniioeoon ndaann ann aaanddnnnd ddd\nccocococncnooonffniinnfrrfimmffriiirmrrmaammattaiiaatootittoniniiooon noonn off o ooff ff\nrroorrollrreoeooleslslle ees asa ss ann aaanddnnnd ddd\nrreerressrrepeespspssooppponnooonssnnnisibbsissbiiiiibllbbiiiltitiiiliiltlieeiitittesisiie ees oso ss off o ooff ff n\nPlanning approval is\nsststsaatsstakkttaaakeekkkehheeehoohhholldodooldleellddderresseerr s rrisi ssss i s iiinsn ss noo nnnotto oott tt\nnot achieved\naaaggaaagrrgeeggrreeerreeeeddeeedddd", "in project delays\nDDDiiDrrDDieeriiireccrreteectciitccootittoniniiooon niinn ss i s iiiusu ss unn uuunccnnnlcleeclccealalleeearra aarr\naaannaaanddnnnd ddddd dee dddecceieecissciccisiioiiosissoniniiooonssnnn s asa ss arr aeeaarre rreee\nnnoonnnotto ootmmt tt m maammaddaaadeeddde,,e ee,rr, ,,ee r ressrreueesususslluttuuliitlnnlltittniggiinnng g\niiPnninri iinpopnn prjr peoopprrcojjrroeetooj jeccjjietesectc tccddtd tt deee dddelllaeaaeelaylyyllaaaysseyyysdsss", "rr\nCCCllCiiCCleeillelniniieeenttnnntttt\ngg\nClient", "OOOppOOOpeepppenneeennnn\nOpen", "444444\n2", "444444\n5", "A\npp\n111661116666\nEE\n10 aa", "agree R&Rs\nAAggAAAgrrgeeggrreeerreeee eaaee a aPPaa PEE PPPEPPEEEP PeePP eaa eeearrallaaryyrlrry l llyiiyy nn i ni iinttnn hh t theetthhhe eee\nEarly engagement with\nprrpoopprrojjrroeeoojjeccjjeteectc..tcc t.tStS. .. 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of\nInfrastructure,\nDouglas, IOM IM1\n2RF", "email\naddress", "0phone\nnumber" ], [ "Isle of Man\nGovernment", "Keith Winstanley\nHead Teacher\nCastle Rushen High\nSchool", "Castle Rushen High\nSchool,Arbory\nRoad Castletown\nIsle of ManIM9\n1RE", "email address", "phone\nnumber" ], [ "Isle of Man\nGovernment", "John Danielson\nBusiness Manager and\nHead of Sixth Form", "Castle Rushen High\nSchool,Arbory\nRoad Castletown\nIsle of ManIM9\n1RE", "email address", "phone\nnumber" ] ], "row_count": 8, "col_count": 5 }, { "headers": [ "Organisation", "Business Manager and\nHeNaadm ofe S &ix Ptho Fsoitrimon", "Road Castletown\nIsle ofA MddanreIsMs9\n1RE", "Email", "Telephone" ], "rows": [ [ "", "", "", "", "Numbers" ], [ "TIsulern oefr M&a n\nTGoowvenrsnemndent", "DRiacrhraernd C Cleogllgister\nADsirseocctioart eo fD Eirsetcattoers", "6Dtehp aFlrotmore, n5t5 o f\nSEdpuricnagt iGona,r dSepnosr,t\nManadn cChuelstuterer, M2\n2HBaYmilton House,\nPeel Road, Douglas,", "email address k\n3", "phone\nnumber" ], [ "Turner &\nTownsend\nIsle of Man\nGovernment", "Philip Jackson\nAssociate Director\nGeoff Moorcroft", "Isle of Man, IM1\n65tEhZ Floor, 55\nSpring Gardens,\nManchester, M2\nDepartment of\n2EBduYcation, Sport", "Pemail address\nGeoff.Moorcroft@sch.im", "phone\nnumber\n01624693834" ], [ "Turner &\nTownsend", "Director of Education\nMark Abbott\nProject Director", "and Culture\n6Htahm Fillotoonr, H5o5u se,\nSPeperiln Rgo Gada,r dDeonusg, las,\nMIsalen cohf eMsatenr,, IMM21\n25BEZY", "email address", "07624460341\nphone\nnumber" ], [ "Sheppard Robson", "James Jones\nPartner", "City Tower\nPiccadilly Plaza\nManchester\nM1 4BT", "Jemail address", "phone\nnumber" ], [ "Sheppard Robson", "Rupert Goddard\nPartner", "City Tower\nPiccadilly Plaza\nManchester\nM1 4BT", "email address", "phone\nnumber" ], [ "Sheppard Robson", "JasminEastwood\nArchitect", "City Tower\nPiccadilly Plaza\nManchester\nM1 4BT", "Jemail address", "0phone\nnumber" ], [ "Sheppard Robson", "Stuart Pavitt\nArchitecturalAssistant", "City Tower\nPiccadilly Plaza\nManchester\nM1 4BT", "email address", "0phone\nnumber" ] ], "row_count": 8, "col_count": 5 } ] }, { "case_id": 1930857, "title": "DESC Social Equity Funding Business Case (Pupil Premium)", "authority": "Treasury", "date_received": "2021-07-30", "outcome": "Some information sent but part exempt", "summary": "The request sought the Treasury's response to a 2019 business case for Social Equity Funding (Pupil Premium) and related internal documents, including correspondence and pandemic-related costs. The Treasury disclosed the original business case and a 2020 paper regarding the Free School Meals Voucher Scheme, but withheld some information citing partial exemptions.", "key_facts": [ "The Department of Education, Sport and Culture (DESC) submitted a business case in August 2019 requesting £2,657,000 per annum for social equity funding.", "The Treasury suggested a conditional resource allocation where schools must bid for funds rather than direct ring-fencing.", "A separate Treasury Paper (20/389) requested £140,000 from the Covid-19 contingency fund to extend free school meals during the 2020 summer holidays.", "The response noted that 24.1% fewer primary school pupils receiving Free School Meals achieve the key benchmark of 5 Level 2 passes.", "The outcome was classified as 'Some information sent but part exempt'." ], "data_mentioned": [ "£2,657,000", "£30,000", "24.1%", "£140,000", "£500,000", "2021-07-30", "2021-08-25", "08 July 2020", "August 2019", "2020/21", "Treasury Paper No. 20/389" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "REVENUE BUSINESS CASE – 2020/21 BUDGET ROUND", "", "", "", "", "" ], "rows": [ [ "Business Case – Social Equity Funding", "", "", "", "", "", "" ], [ "DEPARTMENT:", "", "DESC", "", "", "", "" ], [ "Dept. Priority", "", "2 /3", "", "", "", "" ], [ "£ requested", "", "£2,657,000 pa (min 3-5 years) plus £30,000 2021-21", "", "", "", "" ], [ "", "Overview", "", "", "", "", "" ], [ "PfG – inclusive and caring /island of opportunity\nAddress social disadvantage of pupils (‘looked after’/free school meals) social deprivation is\nconnected to low attainment.\nOther Jurisdictions provide for additional funding for ‘ disadvantaged’ children\nCurrently department funds five family support workers and have Early help and support\n(seeks to build a team round the family)\n24.1% fewer primary school pupils in receipt of FSM achieve the key bench mark of 5 Level 2\npasses including English and Maths\nSuggested that there is a conditional resource allocation for which schools must bid", "", "", "", "", "", "" ], [ "", "Savings & Opportunities Identified", "", "", "", "", "" ], [ "Improve future skills of Isle of /Man work force\nImprove future social cohesion", "", "", "", "", "", "" ], [ "", "Risks and Issues", "", "", "", "", "" ], [ "If the additional funding is not correctly targeted it may make no difference – disconnect\nbetween the challenges faces by pupils and the way the funding used\nDanger that schools may use to fund other areas\nMonitoring essential to evaluate impact – currently no requirement to account for\nperformance of disadvantaged pupils\nReputational damage? Work in this area in other jurisdictions is increasingly publicised.", "", "", "", "", "", "" ], [ "Officer comments:", "", "", "", "", "Pilot & see how much is spent initially? Via fund\nor ringfenced?", "" ], [ "What is the objective – improve outcome by how much?\nSome evidence advises that it may not have desired impact (this is noted in the business\ncase itself)\nTackling causes of educational disadvantage rather than symptoms eg. socio-economic status\nof family\nLearn from the other jurisdictions to ensure we target aspects of practice that have proven\nmost successful.\nBest option is a conditional resource allocation for which schools must bid\nDo we need to fund at the same level as other jurisdictions?", "", "", "", "", "", "" ], [ "", "Treasury Decision:", "", "", "Approve/Decline Date", "", "" ] ], "row_count": 13, "col_count": 7 }, { "headers": [ "Department/Board/Office", "Department of Education, Sport and Culture", "", "", "", "" ], "rows": [ [ "Chief Officer", "Ronald Barr", "", "", "", "" ], [ "Responsible Officer", "", "", "", "", "" ], [ "Cut ups to be sent to", "Ronald Barr /", "", "", "", "" ], [ "Date of Treasury Meeting", "08 July 2020", "", "", "", "" ] ], "row_count": 4, "col_count": 6 }, { "headers": [ "Has appropriate internal and/or public consultation taken place?", "", "Internal", "", "", "", "" ], "rows": [ [ "Are there any resource/personnel implications?", "", "", "Yes", "", "", "" ], [ "Do you have the statutory vires?\n(If yes, provide confirmation of the source within ‘Background’)", "No", "", "", "", "", "" ], [ "Are there any inter-Departmental implications?", "", "", "No", "", "", "" ], [ "If yes, which other Departments are involved?", "", "", "", "", "", "" ], [ "Major Policy Proposal/Primary Legislation?", "", "", "No", "", "", "" ], [ "Have you completed an impact assessment?\nIf yes, please append a copy to this paper", "Not Applicable", "", "", "", "", "" ], [ "If Primary Legislation, has Council Legislation Subcommittee\napproved the inclusion of the proposed Bill on the legislative\nprogramme", "Not Applicable", "", "", "", "", "" ], [ "Decision date of the Council Legislation Subcommittee", "", "", "", "", "", "" ], [ "Does the recommendation have Political approval within\nthe Department/Board/Office?", "Yes", "", "", "", "", "" ], [ "Date approval granted", "", "", "", "", "", "" ], [ "Are there any Financial Implications?", "", "", "Yes", "", "", "" ], [ "GDPR Implications", "", "", "", "", "", "" ], [ "Data Protection Impact Assessment undertaken?", "Yes", "", "", "", "", "" ], [ "Detailed evaluation undertaken?", "Choose an item.", "", "", "", "", "" ], [ "Are there any Equality Act Implications?\nAppend a copy of the impact assessment", "No", "", "", "", "", "" ], [ "Fund Claim Application?\nNote that any claims in excess of £500,000 must be accompanied\nby a CoMin paper and that Treasury will submit the CoMin paper\non behalf of the relevant body. Approval will not be confirmed\nuntil after CoMin’s decision.", "Yes", "", "", "", "", "" ], [ "Purpose of the Paper:\nApplication from Department of Education, Sport and Leisure for up to £140,000 from the\nCovid-19 contingency fund to support the continuation of the Free School Meals Voucher\nScheme throughout the Summer School Holidays.", "", "", "", "", "", "" ] ], "row_count": 17, "col_count": 7 } ] }, { "case_id": 1960801, "title": "Engagement with Exam Boards for 2022 External Exams and use of CAIE", "authority": "Department of Education, Sport and Culture", "date_received": "2021-08-20", "outcome": "Some information sent but not all held", "summary": "The request sought correspondence and internal documents regarding 2022 exam changes and the suitability of the CAIE board following the Beamans Report. The Department of Education, Sport and Culture released some internal updates and a summary table but withheld consultation responses and other correspondence, stating they were not held or could not be found.", "key_facts": [ "The Department does not hold consultation responses as they are submitted online without a facility to save them.", "Released documents include a summary table of 2022 exams and updates from Ballakermeen and Castle Rushen High Schools.", "Information regarding WJEC adaptations to GCSE and AS/A Level qualifications for 2022 was provided.", "The Department could not find some of the requested information after taking reasonable steps.", "The request specifically targeted the period from the Beamans Report (22 September 2020) to the request date." ], "data_mentioned": [ "2022", "2021-08-20", "2021-09-21", "22nd September 2020", "73 pages", "6 documents", "1960801", "2020", "2021" ], "exemptions_cited": [ "Information not held", "Information could not be found after taking reasonable steps" ], "tables": [ { "headers": [ "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "View this email in your browser", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "R m m", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "Your feedback: Potential alternatives to", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ] ], "row_count": 15, "col_count": 7 }, { "headers": [ "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "" ], [ "", "", "exams in June 2022", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "Dear Colleague,", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "The Covid-19 pandemic continues to disrupt education worldwide.", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "For the June 2021 series we offered two approaches: exams, and a school-assessed", "", "", "" ], [ "", "", "", "grade route for schools unable to sit exams.", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "We will continue to run exams where it is safe and permitted to do so but are", "", "", "" ], [ "", "", "", "considering alternative way of assessing students if schools cannot hold face-to-face", "", "", "" ], [ "", "", "", "exams in the June 2022 series.", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "To inform our plans for June 2022, we would like to learn about the experiences of", "", "", "" ], [ "", "", "", "schools that entered candidates in the June 2021 exam series. We are also seeking", "", "", "" ], [ "", "", "", "feedback from all schools planning to enter candidates in June 2022 on a proposed", "", "", "" ], [ "", "", "", "portfolio of evidence model to replace exams if necessary. We will explain more about", "", "", "" ], [ "", "", "", "this model in the survey.", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "The results of this survey will help us to finalise our contingency plans for June 2022.", "", "", "" ], [ "", "", "", "We will communicate our plans for June 2022 to schools in September 2021, to allow", "", "", "" ], [ "", "", "", "as much time as possible for schools to prepare for any alternatives to face-to-face", "", "", "" ], [ "", "", "", "exams.", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "Please forward this invitation to the Head of Centre, or to the person best placed to take", "", "", "" ], [ "", "", "", "part in the survey. It will take ten minutes to complete and your feedback is important", "", "", "" ], [ "", "", "", "to us. You can complete the survey by:", "", "", "" ], [ "", "", "", " Clicking on the link", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ] ], "row_count": 35, "col_count": 7 }, { "headers": [ "", "", "", "", "" ], "rows": [ [ "", "", "", "", "" ], [ "", "", "", "", "" ], [ "", "", "Follow us", "", "" ], [ "", "", "", "", "" ], [ "", "", "", "", "" ], [ "", "", "R m Rm m R m R m R m", "", "" ], [ "", "", "", "", "" ], [ "", "", "", "", "" ], [ "", "", "", "", "" ], [ "", "", "Copyright © 2021 Cambridge Assessment International Education, All rights reserved.\nWant to change how you receive these emails?\nYou can update your preferences or unsubscribe from this list.", "", "" ], [ "", "", "", "", "" ], [ "", "", "", "", "" ], [ "", "", "", "", "" ], [ "", "", "", "", "" ], [ "", "", "", "", "" ] ], "row_count": 15, "col_count": 5 }, { "headers": [ "Copyright © 2021 Cambridge Assessment International Education, All rights reserved." ], "rows": [ [ "" ], [ "Want to change how you receive these emails?" ], [ "You can update your preferences or unsubscribe from this list." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "", "" ], "rows": [ [ "08 September 2021 15:39", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "WJEC Adaptions to GCSE and As/A Level qualifications in summer 2022", "" ] ], "row_count": 7, "col_count": 2 }, { "headers": [ "", "", "", "" ], "rows": [ [ "WJEC Adaptations to GCSE\nqualifications in summer 2022\nSubject booklet\nThursday 15 July 2021.\n@WJEC_CBAC WWW.WJEC.CO.UK @WJECCBAC", "", "", "" ], [ "", "WJEC Adaptations to GCSE\nqualifications in summer 2022\nSubject booklet\nThursday 15 July 2021.\n@WJEC_CBAC WWW.WJEC.CO.UK @WJECCBAC", "WJEC Adaptations to GCSE\nqualifications in summer 2022\nSubject booklet\nThursday 15 July 2021.", "" ], [ "", "", "@WJEC_CBAC WWW.WJEC.CO.UK @WJECCBAC", "" ], [ "", "", "", "" ], [ "", "", "", "" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "116", "28%", "30%", "13%", "8%", "21%" ], [ "*the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "113", "23%", "23%", "19%", "11%", "20%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "111", "38%", "31%", "9%", "11%", "12%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "110", "31%", "38%", "9%", "9%", "13%" ], [ "remote moderation/\nexamination would allow\nlearners to be accurately and\nreliably assessed in this\nqualification in 2022?", "124", "10%", "15%", "6%", "13%", "57%" ], [ "remote moderation/\nexamination in this\nqualification will be\nmanageable for centres in\n2022?", "122", "10%", "20%", "3%", "10%", "57%" ] ], "row_count": 7, "col_count": 7 }, { "headers": [ "In general, comments reflected strong agreement that the removal of the ESA offered a" ], "rows": [ [ "sensible compromise that would allow students to demonstrate the skills, understanding and" ], [ "knowledge appropriate to the assessment objectives; with all grades accessible, whilst" ], [ "providing necessary flexibility of approach, in view of the limitations imposed on teaching" ], [ "and learning opportunities." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "Business Activity", "Franchising\nThe advantages and disadvantages of operating as a franchisor and\nfranchisee" ], "rows": [ [ "Influences on\nBusiness", "The European Union and the European single market\nThe impact of membership and non-membership of the European\nUnion to businesses and their stakeholders" ], [ "Business\nOperations", "Supply chain\nThe various stages of the movement of goods and services from their\nsource to the end customer:\nThe relationship between the functional areas of a business and its\nsupply chain\nThe impact of supply and logistical decisions on businesses and their\nstakeholders" ], [ "Finance", "What is meant by a cash-flow forecast, construct, calculate and\ninterpret cash-flow forecasts\nThe impact of cash-flow forecasts on a business and its stakeholders\nRecommend and justify what can be done to improve cash-flow\nproblems" ], [ "Marketing", "The different pricing strategies used by businesses\nThe use of different pricing strategies for different businesses in\ndifferent contexts and scenarios" ], [ "Human\nResources", "The importance of having an effective recruitment process to employ\nthe right people with the right job skills\nThe recruitment process and how this will differ for different\nbusinesses in different contexts\nThe different methods of recruitment used by different businesses in\ndifferent contexts\nThe advantages and disadvantages of the different methods of\nrecruitment\nThe most appropriate recruitment process and methods for different\nbusinesses in different contexts and scenarios\nThe benefits of a motivated workforce\nThe methods which businesses use to motivate its workforce\nThe most appropriate method a business can use to motivate\nemployees in different contexts and scenarios" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "15", "33%", "40%", "0%", "13%", "13%" ], [ "*the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "15", "20%", "13%", "7%", "7%", "13%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "15", "53%", "27%", "13%", "7%", "0%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "15", "47%", "27%", "13%", "13%", "0%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "13", "46%", "31%", "8%", "0%", "15%" ], [ "*the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "12", "42%", "25%", "8%", "0%", "8%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "11", "45%", "27%", "0%", "9%", "18%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "11", "27%", "45%", "9%", "0%", "18%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "", "Content", "", "", "Amplification points that will not be subject to assessment in 2022", "" ], "rows": [ [ "a", "", "", "Ferrous Metals\n• Strengths and weaknesses\n• Cast iron, mild steel, medium carbon steel and high carbon steel\n• Stainless steel, high-speed steel and high-tensile steel\n• Physical properties including melting point, thermal and electrical\nconductivity.", "", "" ], [ "b", "", "", "Nil", "", "" ], [ "c", "", "", "Nil", "", "" ], [ "d", "", "", "• Quantum Tunnelling Composite (QTC) – when used in circuits the\nresistance changes under compression.", "", "" ], [ "e", "", "", "• Pulley systems, for example curtain rails, sewing machine.\n• Levers and linkages, for example scissors.", "", "" ], [ "f", "", "", "• The function of AND, OR, EOR, NOT, and NAND logic gates\n• Combining logic gates to form control systems\n• Levers.", "", "" ], [ "g", "", "", "Nil", "", "" ], [ "h", "", "", "• Manufactured boards are commonly available in sheet form and in\nstandard sizes and various thicknesses.", "", "" ], [ "i", "", "", "Nil", "", "" ], [ "j", "", "", "Under: Deforming/Reforming\n• Bending plastics\n• Laser cutter\n• 3D printing.\nUnder: Assembly and components\n• Components for a particular purpose, including nuts, bolts, washers,\nscrews, rivets.\nThe main stages in the following joining processes:\n• Temporary: machine bolt and nut, self-tapping bolts, cutting threads for\nappropriate fixing bolt.", "", "" ], [ "k", "", "", "Nil", "", "" ] ], "row_count": 11, "col_count": 6 }, { "headers": [ "", "", "", "", "", "" ], "rows": [ [ "", "Content", "", "", "Amplification points that will not subject to assessment in 2022", "" ], [ "", "", "", "", "", "" ], [ "a", "", "", "• Regenerated: Viscose, rayon, acetate, lyocell (Tencel®)", "", "" ], [ "b", "", "", "Under technical textiles remove reference to:\n• Geo textiles for landscaping and agricultural textiles\n• Bonding breathable waterproof membranes to outer fabrics for all-weather\nwear: Gore-tex, Permatex, Sympatex\n• Nomex.", "", "" ], [ "c", "", "", "• The differences between a thermoforming (thermoplastic) and\nthermosetting material.", "", "" ], [ "d", "", "", "• Microfibres in clothing manufacture\n• Phase changing materials: breathable materials, pro-active heat and\nmoisture management.", "", "" ], [ "e", "", "", "• Blending and mixing fibres to improve the properties and uses of yarns\nand materials\n• Blends for example: polyester and cotton, silk and viscose, hemp and\ncotton or silk.\n• Mixture for example: cotton and wool, lycra with wool or nylon.\n• Bonding breathable waterproof membranes to outer fabrics for all weather\nwear (Gore-tex, Permatex).", "", "" ], [ "f", "", "", "• To enhance aesthetic quality:\nColouring, surface decoration, glazing, stiffening, increasing lustre,\n(calendaring, mercerising), brushing, stain resistance (Scotch guard,\nTeflon).", "", "" ], [ "g", "", "", "Nil", "", "" ], [ "h", "", "", "• How manufacturing systems are organised: line production, progressive\nbundle system and production.", "", "" ], [ "i", "", "", "• Hot notch marking in industry.", "", "" ], [ "j", "", "", "• Painting: felt tip, dimensional, fabric paint, silk paints.", "", "" ] ], "row_count": 12, "col_count": 6 }, { "headers": [ "", "" ], "rows": [ [ "Content", "Amplification points that will not subject to assessment in 2022" ], [ "", "" ], [ "a", "• The aesthetic and functional properties of common papers, cards and\nboards including cartridge paper, photocopy paper, bleed proof paper,\nmounting board, foam board, solid white board, corrugated board and\nduplex board." ], [ "b", "• The aesthetic and functional properties of hardwoods and softwoods\nincluding beech, oak, balsa, jelutong, scots pine, western red cedar and\nparana pine\n• Natural timber is protected using different finishes and these finishes are\nsometimes used to improve aesthetic appeal." ], [ "c", "Nil" ], [ "d", "Nil" ], [ "e", "• Quantum Tunnelling Composite (QTC) – when used in circuits the\nresistance changes under compression\n• Polymorph\n• Thermochromic polymers or dyes." ], [ "f", "Natural and Manufactured timber\n• The difference between a hardwood and softwood.\nPapers and boards\n• The basic sources of paper and boards\n• Recycled boards\n• The use of microns to measure thickness of paper and boards\n• The physical and working properties of paper and board including:\ntexture, weight, thickness, strength, surface finish, transparency, folding\nability and absorbency." ], [ "g", "Nil" ], [ "h", "• Natural timber is available in different sectional forms, various standard\nsizes and can have a different finish (sawn or planed)\n• Plastic polymers are available in a wide range of forms including: powders,\ngranules, pellets, liquids, films, sheets and extruded shapes\n• Standard sizes of papers and boards. i.e. rolls, A5, A4, A3. and\nmeasured in grams per square metre." ], [ "i", "• On‐press and the finishing processes used by commercial printers to\nproduce products in batches or mass/high volume." ], [ "j", "Nil" ] ], "row_count": 12, "col_count": 2 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "17", "0%", "24%", "29%", "18%", "29%" ], [ "*the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "17", "0%", "18%", "29%", "18%", "29%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "16", "0%", "44%", "6%", "25%", "25%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "16", "6%", "38%", "31%", "13%", "13%" ], [ "remote moderation/\nexamination would allow\nlearners to be accurately and\nreliably assessed in this\nqualification in 2022?", "18", "11%", "28%", "17%", "17%", "28%" ], [ "remote moderation/\nexamination in this\nqualification will be\nmanageable for centres in\n2022?", "17", "6%", "29%", "12%", "29%", "24%" ] ], "row_count": 7, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "14", "36%", "43%", "0%", "14%", "7%" ], [ "the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "14", "29%", "71%", "0%", "0%", "0%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "14", "50%", "43%", "0%", "7%", "0%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "14", "57%", "43%", "0%", "0%", "0%" ], [ "remote moderation/\nexamination would allow\nlearners to be accurately and\nreliably assessed in this\nqualification in 2022?", "14", "36%", "36%", "7%", "14%", "7%" ], [ "remote moderation/\nexamination in this\nqualification will be\nmanageable for centres in\n2022?", "14", "14%", "43%", "21%", "14%", "7%" ] ], "row_count": 7, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "42", "33%", "40%", "5%", "7%", "14%" ], [ "*the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "42", "36%", "38%", "7%", "2%", "0%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "40", "40%", "38%", "10%", "3%", "10%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "39", "31%", "38%", "18%", "3%", "10%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "28", "29%", "32%", "4%", "7%", "29%" ], [ "*the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "27", "19%", "26%", "4%", "4%", "4%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "26", "38%", "19%", "8%", "12%", "23%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "26", "23%", "27%", "23%", "12%", "15%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "14", "36%", "36%", "7%", "14%", "7%" ], [ "the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "14", "29%", "36%", "14%", "7%", "14%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "13", "62%", "8%", "0%", "15%", "15%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "13", "38%", "31%", "8%", "15%", "8%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "31", "19%", "42%", "13%", "13%", "13%" ], [ "*the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "30", "13%", "37%", "17%", "0%", "13%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "30", "27%", "50%", "7%", "13%", "3%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "30", "20%", "43%", "20%", "13%", "3%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "51", "10%", "22%", "10%", "39%", "20%" ], [ "the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "50", "6%", "14%", "10%", "34%", "36%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "50", "10%", "56%", "8%", "16%", "10%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "50", "12%", "60%", "16%", "8%", "4%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "19", "68%", "11%", "11%", "11%", "0%" ], [ "*the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "19", "47%", "11%", "0%", "11%", "0%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "18", "67%", "22%", "6%", "6%", "0%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "18", "61%", "33%", "0%", "6%", "0%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "32", "72%", "16%", "3%", "6%", "3%" ], [ "*the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "32", "38%", "25%", "3%", "3%", "3%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "31", "74%", "19%", "0%", "0%", "6%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "29", "66%", "24%", "7%", "0%", "3%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "13", "54%", "15%", "0%", "0%", "31%" ], [ "*the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "13", "62%", "0%", "8%", "0%", "8%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "13", "54%", "15%", "0%", "8%", "23%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "13", "46%", "31%", "23%", "0%", "0%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "", "", "", "Topics that will not be assessed in the\nSummer 2022 examinations.", "", "", "", "Mathematics-", "", "Additional Comments", "", "" ], "rows": [ [ "", "", "", "", "", "", "", "Numeracy and", "", "", "", "" ], [ "", "", "", "", "", "", "", "Mathematics OR", "", "", "", "" ], [ "", "", "", "", "", "", "", "Mathematics only", "", "", "", "" ], [ "", "", "", "", "Number", "", "", "", "", "", "", "" ], [ "1", "", "", "Understanding annual rates, e.g. AER,\nAPR.", "", "", "Mathematics-\nNumeracy and\nMathematics", "", "", "", "", "" ], [ "2", "", "", "Understanding and using Venn diagrams to\nsolve problems.", "", "", "Mathematics-\nNumeracy and\nMathematics", "", "", "", "", "" ], [ "", "", "", "", "Algebra", "", "", "", "", "", "", "" ], [ "3", "", "", "Finding the nth term of a sequence where the\nrule is quadratic.", "", "", "Mathematics only", "", "", "The following could be\nassessed:\nFinding the nth term of a\nsequence where the rule is\nlinear.", "", "" ], [ "4", "", "", "Drawing, interpretation, recognition and\na\nsketching the graphs of y = ,\nx\ny = ax3.\nDrawing and interpretation of graphs of\ny = ax3 + b.\nDrawing and interpretation of graphs of\na\ny = ax + b + with x not equal to 0,\nx\ny = ax3 + bx2 + cx + d,\ny = kx for integer values of x and simple\npositive values of k.\nDrawing and interpreting graphs when y is\ngiven implicitly in terms of x.", "", "", "Mathematics only", "", "", "Drawing, interpretation,\nrecognition and sketching of\ngraphs of linear and quadratic\nfunctions could be assessed.", "", "" ], [ "5", "", "", "The use of straight-line graphs to locate\nregions given by linear inequalities.", "", "", "Mathematics only", "", "", "", "", "" ], [ "6", "", "", "Distinguishing in meaning between\nequations, formulae, identities and\nexpressions.", "", "", "Mathematics only", "", "", "It is only identities that will not\nbe assessed. The following\ncould be assessed:\nDistinguishing in meaning\nbetween equations, formulae\nand expressions.", "", "" ] ], "row_count": 11, "col_count": 12 }, { "headers": [ "", "", "", "Topics that will not be assessed in the\nSummer 2022 examinations.", "", "", "", "Mathematics-", "", "Additional Comments", "", "" ], "rows": [ [ "", "", "", "", "", "", "", "Numeracy and", "", "", "", "" ], [ "", "", "", "", "", "", "", "Mathematics OR", "", "", "", "" ], [ "", "", "", "", "", "", "", "Mathematics only", "", "", "", "" ], [ "", "", "", "", "Geometry and Measure", "", "", "", "", "", "", "" ], [ "7", "", "", "Interpretation and drawing of nets.", "", "", "Mathematics-\nNumeracy and\nMathematics", "", "", "", "", "" ], [ "8", "", "", "Drawing 2-D representations of 3-D shapes,\nincluding the use of isometric paper.", "", "", "Mathematics-\nNumeracy and\nMathematics", "", "", "The following could be\nassessed:\nUsing 2-D representations of 3-\nD shapes (but not ones drawn\non isometric paper).", "", "" ], [ "9", "", "", "Bisecting a given line, bisecting a given\nangle.\nConstructing the perpendicular from a point to\na line.", "", "", "Mathematics-\nNumeracy and\nMathematics", "", "", "The following could be\nassessed (but not in questions\nassessing constructions):\nAccurate use of ruler, pair of\ncompasses and protractor.", "", "" ], [ "10", "", "", "Constructing 2-D shapes from given\ninformation and drawing plans and elevations\nof any 3-D solid.", "", "", "Mathematics-\nNumeracy and\nMathematics", "", "", "", "", "" ], [ "11", "", "", "Use of ruler and pair of compasses to do\nconstructions.\nConstruction of triangles, quadrilaterals and\ncircles.\nConstructing angles of 60, 30, 90 and 45.", "", "", "Mathematics only", "", "", "", "", "" ], [ "12", "", "", "The identification of congruent shapes.\nUnderstanding and using SSS, SAS, ASA\nand RHS conditions to prove the\ncongruence of triangles using formal\narguments.\nReasons may be required in the solution\nof problems involving congruent triangles.", "", "", "Mathematics only", "", "", "", "", "" ], [ "13", "", "", "Using angle and tangent properties of circles.\nUnderstanding that the tangent at any point\non a circle is perpendicular to the radius at\nthat point.\nUsing the facts that the angle subtended by\nan arc at the centre of a circle is twice the\nangle subtended at any point on the\ncircumference, that the angle subtended at\nthe circumference by a semicircle is a right\nangle, that angles in the same segment are\nequal, and that opposite angles of a cyclic\nquadrilateral sum to 180.\nUsing the alternate segment theorem.\nUnderstanding and using the fact that\ntangents from an external point are equal in\nlength.\nUnderstanding and constructing\ngeometrical proofs using circle theorems.", "", "", "Mathematics only", "", "", "", "", "" ] ], "row_count": 11, "col_count": 12 }, { "headers": [ "", "", "", "Topics that will not be assessed in the\nSummer 2022 examinations.", "", "", "", "Mathematics-", "", "Additional Comments", "", "" ], "rows": [ [ "", "", "", "", "", "", "", "Numeracy and", "", "", "", "" ], [ "", "", "", "", "", "", "", "Mathematics OR", "", "", "", "" ], [ "", "", "", "", "", "", "", "Mathematics only", "", "", "", "" ], [ "14", "", "", "Location determined by distance from a given\npoint and angle made with a given line.", "", "", "Mathematics only", "", "", "", "", "" ], [ "15", "", "", "Solving problems in the context of tiling\npatterns and tessellation.", "", "", "Mathematics-\nNumeracy and\nMathematics", "", "", "", "", "" ], [ "16", "", "", "Constructing the locus of a point which\nmoves such that it satisfies certain conditions,\nfor example,\n(i) a given distance from a fixed point or line,\n(ii) equidistant from two fixed points or lines.\nSolving problems involving intersecting loci in\ntwo dimensions.\nQuestions on loci may involve inequalities.", "", "", "Mathematics-\nNumeracy and\nMathematics", "", "", "", "", "" ], [ "17", "", "", "Distinguishing between formulae for length,\narea and volume by considering dimensions.", "", "", "Mathematics-\nNumeracy and\nMathematics", "", "", "", "", "" ], [ "18", "", "", "Using the compound measures: density and\npopulation density.\nUsing compound measures that relate to\ndensity, such as kg/m3, g/cm3, population per\nkm2", "", "", "Mathematics-\nNumeracy and\nMathematics", "", "", "All compound measures that\nare not density-related, e.g.\nspeed, could be assessed.", "", "" ], [ "", "", "", "", "Statistics", "", "", "", "", "", "", "" ], [ "19", "", "", "Specifying the data needed and considering\npotential sampling methods.\nSampling systematically.\nWorking with stratified sampling\ntechniques and defining a random\nsample.", "", "", "Mathematics-\nNumeracy and\nMathematics", "", "", "The following could be\nassessed:\nConsidering the effect of\nsample size and other factors\nthat affect the reliability of\nconclusions drawn.", "", "" ], [ "20", "", "", "Designing and criticising questions for a\nquestionnaire, including notions of fairness\nand bias.", "", "", "Mathematics-\nNumeracy and\nMathematics", "", "", "Learners will need to\nunderstand the notion of\nfairness and bias, but not in the\ncontext of questionnaires.", "", "" ], [ "21", "", "", "Estimating the probability of an event as the\nproportion of times it has occurred.\nRelative frequency.\nUnderstanding the long-term stability of\nrelative frequency.\nGraphical representation of relative frequency\nagainst the number of trials.\nEstimating probabilities based on\nexperimental evidence.\nComparing an estimated probability from\nexperimental results with a theoretical\nprobability.", "", "", "Mathematics only", "", "", "The following could be\nassessed:\nCalculating theoretical\nprobabilities based on equally\nlikely outcomes.", "", "" ], [ "22", "", "", "Identifying all the outcomes of a combination\nof two experiments using Venn diagrams.", "", "", "Mathematics only", "", "", "Identifying outcomes using all\nother methods could be\nassessed.", "", "" ] ], "row_count": 13, "col_count": 12 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "73", "30%", "37%", "4%", "11%", "18%" ], [ "*the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "71", "13%", "23%", "17%", "6%", "6%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "71", "32%", "32%", "8%", "17%", "10%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "70", "23%", "39%", "20%", "11%", "7%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "13", "31%", "23%", "8%", "31%", "8%" ], [ "the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "12", "0%", "33%", "50%", "8%", "8%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "12", "17%", "58%", "0%", "17%", "8%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "12", "17%", "50%", "17%", "8%", "8%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "23", "43%", "39%", "0%", "17%", "0%" ], [ "*the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "23", "61%", "30%", "0%", "4%", "0%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "23", "61%", "35%", "4%", "0%", "0%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "23", "48%", "48%", "4%", "0%", "0%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "26", "8%", "50%", "15%", "19%", "8%" ], [ "*the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "26", "4%", "42%", "19%", "23%", "8%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "26", "19%", "65%", "4%", "12%", "0%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "26", "27%", "42%", "15%", "15%", "0%" ], [ "remote moderation/\nexamination would allow\nlearners to be accurately and\nreliably assessed in this\nqualification in 2022?", "26", "12%", "35%", "12%", "27%", "15%" ], [ "remote moderation/\nexamination in this\nqualification will be\nmanageable for centres in\n2022?", "26", "4%", "31%", "8%", "42%", "15%" ] ], "row_count": 7, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "22", "27%", "23%", "9%", "18%", "23%" ], [ "*the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "21", "10%", "5%", "10%", "14%", "5%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "20", "35%", "20%", "0%", "30%", "15%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "19", "32%", "32%", "16%", "11%", "11%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree", "Not\napplicable" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "81", "25%", "26%", "4%", "17%", "28%", "0%" ], [ "the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "78", "12%", "14%", "18%", "21%", "33%", "2%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "78", "28%", "27%", "8%", "15%", "22%", "0%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "78", "19%", "31%", "19%", "13%", "18%", "0%" ] ], "row_count": 5, "col_count": 8 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "13", "31%", "46%", "8%", "15%", "0%" ], [ "the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "12", "50%", "33%", "8%", "8%", "0%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "12", "42%", "42%", "8%", "8%", "0%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "12", "33%", "25%", "17%", "25%", "0%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "11", "45%", "18%", "0%", "36%", "0%" ], [ "*the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "11", "55%", "18%", "0%", "9%", "9%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "11", "55%", "36%", "0%", "9%", "0%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "11", "45%", "27%", "9%", "18%", "0%" ] ], "row_count": 5, "col_count": 7 }, { "headers": [ "Question", "N", "Percentages", "", "", "", "" ], "rows": [ [ "To what extent do you agree\nthat:", "", "Strongly\nagree", "Tend to\nagree", "Neither\nagree nor\ndisagree", "Tend to\ndisagree", "Strongly\ndisagree" ], [ "the proposal is appropriate to\nmitigate lost teaching and\nlearning time?", "9", "0%", "56%", "0%", "11%", "33%" ], [ "the proposal helps alleviate\nissues linked to social\ndistancing for practical work?", "9", "0%", "44%", "22%", "11%", "22%" ], [ "the adapted qualification\nremains a valid and reliable\nmeasure of learners’\nattainment in this subject?", "9", "11%", "56%", "11%", "0%", "22%" ], [ "the proposed adaptations will\nallow learners to progress to\nGCE in this subject?", "8", "25%", "25%", "25%", "13%", "13%" ] ], "row_count": 5, "col_count": 7 } ] }, { "case_id": 1961533, "title": "Capital projects - new school buildings", "authority": "Treasury", "date_received": "2021-08-23", "outcome": "Upheld - partial", "summary": "A request was made for business cases, meeting minutes, and financial data regarding three specific school capital projects (CRHS, QEII Science/Technology, and QEII Sixth Form). 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"", "", "", "", "", "", "Poor acoustics." ], [ "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "Congestion related risks." ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 23, "col_count": 17 }, { "headers": [ "Spaces", "", "Direct Impact on Education", "", "", "", "", "", "", "", "", "H & S/\nSecurity", "", "", "Disabled\nAccess", "", "Comments" ], "rows": [ [ "", "", "Type", "", "", "", "", "Category", "", "", "", "", "", "", "", "", "" ], [ "euqinU\nmooR\nfeR", "noitangiseD\nmooR edoC", "epahS/eziS", "tnemnorivnE", "noitacoL", "erutinruF\ndexiF", "erutcurtsarfnI\nTCI", "A", "B", "C", "D", "hgiH", "muideM", "woL", "seY", "oN", "" ], [ "PE\ncorridor", "C365", "1", "", "", "", "", "", "", "", "", "", "", "", "", "", "Narrow corridor." ], [ "", "", "", "1", "", "", "", "", "", "", "", "", "", "", "", "", "Poor acoustics." ], [ "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "Congestion related risks." ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Staff\ncorridor\nFirst\nfloor", "A(cid:1008)(cid:1010)", "0", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "No lift to first floor in this area." ], [ "Science\ncorridor", "L400", "1", "", "", "", "", "", "", "", "", "", "", "", "", "", "Narrow corridor." ], [ "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "Congestion related risks" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 23, "col_count": 17 }, { "headers": [ "Spaces", "", "Direct Impact on Education", "", "", "", "", "", "", "", "", "H & S/\nSecurity", "", "", "Disabled\nAccess", "", "Comments" ], "rows": [ [ "", "", "Type", "", "", "", "", "Category", "", "", "", "", "", "", "", "", "" ], [ "euqinU\nmooR\nfeR", "noitangiseD\nmooR 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[ "", "", "", "2", "", "", "", "", "", "", "", "", "", "", "", "", "Extremes of temperature and very poor aesthetics – roof ductwork, ponding etc." ], [ "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "Congestion related risks." ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "By way of small lift which opens out into Lab 2." ], [ "Science/\n6th form\ncorridor", "L418", "1", "", "", "", "", "", "", "", "", "", "", "", "", "", "Narrow corridor" ], [ "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "Congestion related risks." ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "By way of small lift which opens out into Lab 2." ] ], "row_count": 23, "col_count": 17 }, { "headers": [ "Spaces", "", "Direct Impact on Education", "", "", "", "", "", "", "", "", "H & S/\nSecurity", "", "", "Disabled\nAccess", "", "Comments" ], "rows": [ [ "", "", "Type", "", "", "", "", "Category", "", "", "", "", "", "", "", "", "" ], [ "euqinU\nmooR\nfeR", "noitangiseD\nmooR edoC", "epahS/eziS", "tnemnorivnE", "noitacoL", "erutinruF\ndexiF", "erutcurtsarfnI\nTCI", "A", "B", "C", "D", "hgiH", "muideM", "woL", "seY", "oN", "" ], [ "Stairwell", "R208", "1", "", "", "", "", "", "", "", "", "", "", "", "", "", "Narrow stair." ], [ "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "Congestion related risks." ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "No lift access to first floor in this area." ] ], "row_count": 9, "col_count": 17 }, { "headers": [ "Spaces", "", "Direct Impact on Education", "", "", "", "", "", "", "", "", "H & S/\nSecurity", "", "", "Disabled\nAccess", "", "Comments" ], "rows": [ [ "", "", "Type", "", "", "", "", "Category", "", "", "", "", "", "", "", "", "" ], [ "loohcS mooR\nfer", "tessA\nmooR edoC", "epahS/eziS", "tnemnorivnE", "noitacoL", "erutinruF\ndexiF", "erutcurtsarfnI\nTCI", "A", "B", "C", "D", "hgiH", "muideM", "woL", "seY", "oN", "" ], [ "Kitchen", "K134", "2", "", "", "", "", "", "", "", "", "", "", "", "", "", "Kitchen area very constrained limiting opportunities." ], [ "", "", "", "1", "", "", "", "", "", "", "", "", "", "", "", "", "Acoustics poor." ], [ "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "2", "", "", "", "", "", "", "", "", "", "", "Congested area." ], [ "", "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "Congested kitchen area - risk of injury." ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "No space for maneuvering of wheelchairs. Kitchen not set up for wheelchair use." ], [ "Servery", "K134", "2", "", "", "", "", "", "", "", "", "", "", "", "", "", "Server area severely congested at lunch times." ], [ "", "", "", "1", "", "", "", "", "", "", "", "", "", "", "", "", "Acoustics poor." ], [ "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "1", "", "", "", "", "", "", "", "", "", "", "Till layout determined by available space. Queuing requires supervision." ], [ "", "", "", "", "", "", "0", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "Congested area – risk of injury." ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "Wheelchair accessible but constrained space." ] ], "row_count": 16, "col_count": 17 }, { "headers": [ "Zone", "" ], "rows": [ [ "", "" ], [ "1 – Entrance area", "Lack of visual ‘presence’ and gravitas." ], [ "2 – Admin area", "A mix of single and two storey flat and pitched roof structures,\nvaguely ‘Art Deco’ in style. Centrally located offices and service\naccommodation." ], [ "3 – Kitchen/dining/hall", "Centrally located facility but location close to main entrance\ncauses congestion at break and lunch times. Combined area of hall\nand dining area just sufficient to deal with in excess of 700 meals\nat lunch time. No adequate storage space for tables and chairs\nwhen not in use." ], [ "4 – English, maths\nand science", "Two storey brick structure with pitched slated roof. Maths and\nEnglish classrooms generally below acceptable area for class sizes.\nScience classrooms on first floor generally closer to minimum area\nrequired for class sizes.\nCorridors feeding these rooms well below acceptable width." ], [ "5 – Humanities", "Humanities subjects relatively closely grouped but without\nsufficient classrooms for all teachers. Geography classrooms\ngenerously sized and linked by a folding partition." ], [ "6 – Languages", "Single storey masonry construction under a tiled pitched roof.\nDead end location." ], [ "7 – PE", "Remotely located facility housed in a mix of old military\naccommodation and newer sports hall. Changing and gymnasium\nfacilities are well below standard." ], [ "8 – D&T/Art", "Main portion of department housed within Vic Hallam Derwent\nSystem modular timber framed single storey building which allows\na significant level of flexibility in layout but which suffers from a\nlack of environmental control and age related decay.\nThe structure was built in the late 1950’s with an expected life\nspan of xx years.\nWheelchair access by way of small platform lift adjacent to\ninterface with Hall.\nRemainder of department housed in single storey flat roofed\nstructure." ], [ "9 – Library/6th form", "‘Lightweight’ interjection into former open quad. Completed in\n2000? Very poor environmental conditions and acoustics due to\ninappropriate roof covering." ] ], "row_count": 10, "col_count": 2 }, { "headers": [ "GH Ex Central Z", "", "", "", "", "Greenhouse Area", "", "", "", "", "", "", "", "" ], "rows": [ [ "GH", "Ex", "Central", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Greenhouse", "Aluminium", "", "C", "1", "", "Greenhouse frame is aged guttering to the base has end\ncovers missing and broken downpipe, there is one broken\nglass pain with tape holing it together. Any ferrous fixings are\nvery likely to be corroded. The rendering to the base walls has\ndelaminated to the opening and in other local areas", "", "" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Gullies are worn corroded but serviceable", "", "" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Concrete", "", "C", "2", "", "Concrete paths have cracked in almost all areas, the joints are\nnot displaced and are serviceable generally; there is one large\nrecently installed area which is in a good condition", "", "" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Macadam", "", "C", "2", "", "Macadam sections have settled and become uneven in some\nareas, sections are poor but generally serviceable", "", "" ], [ "GH", "Ex", "Central", "Z", "Limited Access Area", "Pathways", "Slabs", "", "B", "3", "", "The slabs are aged and generally serviceable (Slabbed area is\nused for storage and only partly visible for inspection)", "", "" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Walling", "Brick", "", "B", "3", "", "Walling adjacent to the Sports Hall door is aged but generally\nserviceable", "", "" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Planters", "Brick", "", "C", "3", "", "Planter to the side on the Greenhouse has a section where\nthe brickwork has broken, approximately 20 bricks are\nmissing; there is no capping to the top of this walling", "", "" ], [ "GH", "Ex", "Central", "Z", "Limited Access Area", "Fencing", "Timber", "Not known", "E", "1", "", "Fencing around the storage area has broken posts and panels", "", "" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Shed/Out‐building", "Timber", "Not known", "A", "3", "", "", "", "" ], [ "GH", "Ex", "Central", "Z", "Pedestrian Area", "Railings", "Steel", "Painted", "B", "2", "", "Railings to ramps are aged and have corrosion to the fixings", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "CR Ex Central Z", "", "", "", "", "Circulation Roundabout", "", "", "", "", "", "", "", "" ], "rows": [ [ "CR", "Ex", "Central", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "CR", "Ex", "Central", "Z", "Vehicle Area", "Roadway Surface", "Macadam", "", "A", "3", "", "Settlement has caused some local undulations to the surface\nwhich is evident against some of the Kerbs. The surface is\ngenerally is good condition", "", "" ], [ "CR", "Ex", "Central", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "B", "3", "", "Aged in all areas with some local fractures, generally sound;\nthe upstand of the Kerbs is not consistent due presumably to\nthe settlement. The design function of the Kerbs upstand to\nrepel car wheels has been compromised particularly around\nthe island", "", "" ], [ "CR", "Ex", "Central", "Z", "Vehicle Area", "White Lines", "Painted", "", "B", "2", "", "Lines are worn in places", "Yes", "" ], [ "CR", "Ex", "Central", "Z", "Vehicle Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Aged but in a satisfactory condition", "", "" ], [ "CR", "Ex", "Central", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "A", "3", "", "Aged but in a satisfactory condition", "", "" ], [ "CR", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Macadam", "", "A", "3", "", "Aged but in a satisfactory condition", "", "" ], [ "CR", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Slabs", "", "B", "2", "", "Paving to the central recreation area have broken and jointing\nhas started to breakdown in several areas", "Yes", "" ], [ "CR", "Ex", "Central", "Z", "Pedestrian Area", "Back Edge Kerbs", "Concrete", "", "A", "3", "", "Aged but in a satisfactory condition", "", "" ], [ "CR", "Ex", "Central", "Z", "Pedestrian Area", "Street Furniture", "Timber", "Not known", "D", "1", "", "Tables and seating are rotting in places, edge features to the\nsides of pathways have deteriorated and are falling apart", "Yes", "" ], [ "CR", "Ex", "Central", "Z", "Pedestrian Area", "Walling", "Natural Stone", "", "A", "3", "", "Satisfactory condition", "", "" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "Cp/F Ex Central Z", "", "", "", "", "Carpark School Frontage", "", "", "", "", "", "", "", "" ], "rows": [ [ "Cp/F", "Ex", "Central", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "Cp/F", "Ex", "Central", "Z", "Vehicle Area", "Roadway Surface", "Macadam", "", "A", "3", "", "Settlement has caused some local undulations to the surface\nwhich is evident against some of the Kerbs. The surface is\ngenerally is good condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "B", "3", "", "Aged in all areas with some local fractures, generally sound;\nthe upstand of the Kerbs is not consistent due presumably to\nthe settlement", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Vehicle Area", "White Lines", "Painted", "", "B", "2", "", "Lines are worn in places", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Vehicle Area", "Parking Bay Surface", "Macadam", "", "A", "3", "", "Settlement has caused some local undulations to the surface\nwhich is evident against some of the Kerbs. The surface is\ngenerally is good condition, there is detritus and evidence of\nstanding water areas", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Vehicle Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Aged but in a satisfactory condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "A", "3", "", "Aged but in a satisfactory condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Macadam", "", "C", "2", "", "Sections adjacent to Blocks J & K are uneven in places,\nsettlement has occurred to a small degree and the surface is\nuneven in places. Path adjacent to the Tennis Court has\nsections missing which pose as trip hazards", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Slabs", "", "A", "2", "", "A few local fractures / cracks but generally satisfactory", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Concrete", "", "E", "1", "", "Concrete surface adjacent to the Kitchen has large cracks and\nsubstantial gaps which could cause a trip hazard", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Limited Access Area", "Street Furniture", "Timber", "Painted", "A", "2", "", "Flag Pole is very aged and has corrosion to metal parts", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Limited Access Area", "Hardstand", "Gravel (Loose)", "Painted", "B", "2", "", "The ground cover is this area is uneven, with poor inset\nwooden treads", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Railings", "Steel", "Powder Coating", "A", "3", "", "Colouring has faded significantly but the functionally is in\nsatisfactory condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Bollards", "Steel", "Painted", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Bollards", "Timber", "Treated", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Seating", "Steel", "Powder Coating", "A", "2", "", "Fixing down bolts are corroding", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Walling", "Rendered", "Painted", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Walling", "Rendered", "", "D", "2", "", "The north boundary wall has hairline cracks and delaminating\nrender local to the construction joints. The wall is starting to\nlean forward out of the vertical slightly", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Walling", "Rendered", "", "D", "1", "", "The small retaining wall adjacent to the Triple Tennis Courts\nhas cracking and several sections where the concrete capping\nhas broken off and or been displaced. Broken materials are\nlaying in the local grass", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Steps", "Brick", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/F", "Ex", "Central", "Z", "Pedestrian Area", "Walling", "Rendered", "", "A", "3", "", "Satisfactory condition (Bin Store)", "", "" ] ], "row_count": 21, "col_count": 14 }, { "headers": [ "Cp/D Ex West Z", "", "", "", "", "Carpark Block D", "", "", "", "", "", "", "", "" ], "rows": [ [ "Cp/D", "Ex", "West", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "Cp/D", "Ex", "West", "Z", "Vehicle Area", "Roadway Surface", "Concrete", "", "E", "2", "", "The ramp access has an uneven surface with sections of old\nbrick walling substructure forming the surface locally", "", "" ], [ "Cp/D", "Ex", "West", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "E", "2", "", "There is kerbing completely failed to the short Kerbs section\nof the ramp", "", "" ], [ "Cp/D", "Ex", "West", "Z", "Vehicle Area", "Roadway Surface", "Consolidated Stone", "", "E", "2", "", "The consolidated stone has become pitted from continued\nvehicle turning, several pot‐holes and depressions are\n>100mm", "", "" ], [ "Cp/D", "Ex", "West", "Z", "Vehicle Area", "Parking Bay Surface", "Consolidated Stone", "", "E", "2", "", "The consolidated stone has become pitted from continued\nvehicle turning, several pot‐holes and depressions are\n>100mm", "", "" ], [ "Cp/D", "Ex", "West", "Z", "Vehicle Area", "Back Edge Kerbs", "Timber", "", "E", "2", "", "Timber strip edge between the stone surface and grass areas\nhas become overgrown and has worn where visible", "", "" ], [ "Cp/D", "Ex", "West", "Z", "Vehicle Area", "Walling", "Rendered", "", "D", "2", "", "The north boundary wall has hairline cracks and delaminating\nrender local to the construction joints. The wall is starting to\nlean forward out of the vertical slightly", "", "" ], [ "Cp/D", "Ex", "West", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "C", "2", "", "Inspection chamber cover is not suitably rated for vehicle\npassage, security screws are missing and the cover seating\nring has not been encapsulated in concrete", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "TTC Ex Central Z", "", "", "", "", "Triple Tennis Court", "", "", "", "", "", "", "", "" ], "rows": [ [ "TTC", "Ex", "Central", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "TTC", "Ex", "Central", "Z", "Sports Area", "Hardstand", "Macadam", "", "A", "3", "", "Surface has some settlement local to the perimeter Kerbs and\nundulation but remains satisfactory", "", "" ], [ "TTC", "Ex", "Central", "Z", "Sports Area", "White Lines", "Painted", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "TTC", "Ex", "Central", "Z", "Sports Area", "Drainage Gullies", "Steel", "", "B", "3", "", "The gully grate is set approximately 100mm below the local\nsurface level", "", "" ], [ "TTC", "Ex", "Central", "Z", "Sports Area", "Back Edge Kerbs", "Concrete", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "TTC", "Ex", "Central", "Z", "Sports Area", "Fencing", "Steel", "Galvanised", "C", "2", "", "Fencing support wires have broken at most posts, connection\nrings are corroding. There are gaps in the wiring on the gate", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "Cp/H Ex North Z", "", "", "", "", "Carpark Horseshoe & Lane", "", "", "", "", "", "", "", "" ], "rows": [ [ "Cp/H", "Ex", "North", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "Roadway Surface", "Macadam", "", "B", "2", "", "There is one section of the road surface which has started to\nbreak‐up", "", "Yes" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "White Lines", "Painted", "", "B", "2", "", "Paint has worn and may be indistinguishable is poor light and\nor wet conditions", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "Parking Bay Surface", "Macadam", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "Drainage Gullies", "Concrete", "", "B", "3", "", "There is one channel section to the roadside which has\ndisplaced and brakes the continuity of the channel", "", "Yes" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Pedestrian Area", "Pathways", "Macadam", "", "B", "2", "", "There is a section of the pathway where the macadam\nappears to have been lain Thin, the material is beginning to\nbreak up. Some local settlement has occurred local to the sign\nposts", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Pedestrian Area", "Back Edge Kerbs", "Concrete", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Pedestrian Area", "Railings", "Steel", "Powder Coating", "A", "3", "", "Satisfactory condition", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Pedestrian Area", "Planters", "Brick", "", "B", "3", "", "Pointing has started to deteriorate local to the top capping\nheader course", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Pedestrian Area", "Walling", "Natural Stone", "", "B", "2", "", "Small local sections of the stone walling along the north\nboundary have started to break‐up", "Yes", "" ], [ "Cp/H", "Ex", "North", "Z", "Pedestrian Area", "Walling", "Brick", "", "D", "2", "", "Capping to the small retaining wall has been dislodged along\nsections of one wall", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Pedestrian Area", "Walling", "Brick", "", "C", "2", "", "Small section of pointing has started to deteriorate", "", "" ], [ "Cp/H", "Ex", "North", "Z", "Vehicle Area", "Street Furniture", "Steel", "Painted", "B", "2", "", "Overhead light column has corrosion on the neck of the\ncolumn", "", "" ] ], "row_count": 16, "col_count": 14 }, { "headers": [ "MR Ex Central Z", "", "", "", "", "Main Entrance Road", "", "", "", "", "", "", "", "" ], "rows": [ [ "MR", "Ex", "Central", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "MR", "Ex", "Central", "Z", "Vehicle Area", "Roadway Surface", "Macadam", "", "B", "3", "", "Macadam has started to break‐up along the junction with the\nMain Road", "", "" ], [ "MR", "Ex", "Central", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "A", "3", "", "some chips/crack to Kerbs but generally satisfactory condition", "", "" ], [ "MR", "Ex", "Central", "Z", "Vehicle Area", "White Lines", "Painted", "", "B", "2", "", "Paint has worn and may be indistinguishable is poor light and\nor wet conditions", "", "" ], [ "MR", "Ex", "Central", "Z", "Vehicle Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "MR", "Ex", "Central", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "MR", "Ex", "Central", "Z", "Pedestrian Area", "Pathways", "Macadam", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "MR", "Ex", "Central", "Z", "Pedestrian Area", "Walling", "Natural Stone", "", "A", "3", "", "Satisfactory condition", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "HP Ex Central Z", "", "", "", "", "Hockey Pitch (Single)", "", "", "", "", "", "", "", "" ], "rows": [ [ "HP", "Ex", "Central", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "HP", "Ex", "Central", "Z", "Sports Area", "Hardstand", "Macadam", "", "A", "3", "", "Surface has some settlement local to the perimeter Kerbs and\nundulation but remains satisfactory. There is some detritus\nand evidence of standing water", "", "" ], [ "HP", "Ex", "Central", "Z", "Sports Area", "White Lines", "Painted", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "HP", "Ex", "Central", "Z", "Sports Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "HP", "Ex", "Central", "Z", "Sports Area", "Drainage Covers", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "HP", "Ex", "Central", "Z", "Sports Area", "Back Edge Kerbs", "Concrete", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "HP", "Ex", "Central", "Z", "Sports Area", "Fencing", "Steel", "Galvanised", "C", "2", "", "Fencing support wires have broken at most posts, connection\nrings are corroding. There are gaps in the wiring on the gate\nand there are two posts that have moved away from the\nvertical", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "BGR Ex North Z", "", "", "", "", "Block G Road", "", "", "", "", "", "", "", "" ], "rows": [ [ "BGR", "Ex", "North", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "BGR", "Ex", "North", "Z", "Vehicle Area", "Roadway Surface", "Macadam", "", "B", "3", "", "There is some tearing local to one chamber cover but\ngenerally satisfactory", "", "" ], [ "BGR", "Ex", "North", "Z", "Vehicle Area", "Parking Bay Surface", "Macadam", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "BGR", "Ex", "North", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "BGR", "Ex", "North", "Z", "Vehicle Area", "White Lines", "Painted", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "BGR", "Ex", "North", "Z", "Vehicle Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "BGR", "Ex", "North", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "BGR", "Ex", "North", "Z", "Vehicle Area", "Walling", "Natural Stone", "", "A", "3", "", "Satisfactory condition", "", "" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "EAR Ex East Z", "", "", "", "", "East Access Road", "", "", "", "", "", "", "", "" ], "rows": [ [ "EAR", "Ex", "East", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "EAR", "Ex", "East", "Z", "Vehicle Area", "Roadway Surface", "Macadam", "", "C", "1", "", "Macadam has broken up is several local sections", "", "" ], [ "EAR", "Ex", "East", "Z", "Vehicle Area", "Hardstand", "Concrete", "", "C", "2", "", "Cracking is widespread", "", "" ], [ "EAR", "Ex", "East", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "B", "2", "", "One chamber has sunk and the cover has deflected", "", "" ], [ "EAR", "Ex", "East", "Z", "Vehicle Area", "Drainage Gullies", "Steel", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "EAR", "Ex", "East", "Z", "Vehicle Area", "Walling", "Natural Stone", "", "D", "2", "", "The cement/concrete capping to the entire boundary wall has\nbeen displaced all the way along. One section adjacent to the\nMUA Substation has started to collapse", "", "" ], [ "EAR", "Ex", "East", "Z", "Vehicle Area", "Walling", "Brick", "", "A", "3", "", "Old but generally functional", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "GC Ex East Z", "", "", "", "", "Groundman's Compound", "", "", "", "", "", "", "", "" ], "rows": [ [ "GC", "Ex", "East", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "GC", "Ex", "East", "Z", "Vehicle Area", "Roadway Surface", "Macadam", "", "B", "3", "", "", "", "" ], [ "GC", "Ex", "East", "Z", "Vehicle Area", "Hardstand", "Concrete", "", "C", "2", "", "Cracking is widespread", "", "" ], [ "GC", "Ex", "East", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "A", "3", "", "Old but satisfactory", "", "" ], [ "GC", "Ex", "East", "Z", "Vehicle Area", "Walling", "Brick", "", "A", "3", "", "Old but generally functional. One brick missing from the top\ncorner of one wall", "", "" ], [ "GC", "Ex", "East", "Z", "Vehicle Area", "Walling", "Natural Stone", "", "C", "2", "", "The cement/concrete capping to the entire boundary wall has\nbeen displaced", "", "" ], [ "GC", "Ex", "East", "Z", "Vehicle Area", "Gates", "Steel", "Galvanised", "A", "3", "", "Adjustment required but generally functional", "Yes", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "Cp/C Ex East Z", "", "", "", "", "Carpark Block C", "", "", "", "", "", "", "", "" ], "rows": [ [ "Cp/C", "Ex", "East", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "Cp/C", "Ex", "East", "Z", "Vehicle Area", "Roadway Surface", "Consolidated Stone", "", "E", "2", "", "The consolidated stone has become pitted from continued\nvehicle turning, several pot‐holes and depressions are\n>100mm", "", "" ], [ "Cp/C", "Ex", "East", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "B", "3", "", "Aged in all areas with some local fractures, generally sound", "", "" ], [ "Cp/C", "Ex", "East", "Z", "Vehicle Area", "Parking Bay Surface", "Consolidated Stone", "", "E", "2", "", "The consolidated stone has become pitted from continued\nvehicle turning, several pot‐holes and depressions are\n>100mm", "", "" ], [ "Cp/C", "Ex", "East", "Z", "Vehicle Area", "Drainage Covers", "Steel", "", "B", "2", "", "One cover cannot be lifted, but generally functional", "", "" ], [ "Cp/C", "Ex", "East", "Z", "Vehicle Area", "Gates", "Steel", "Galvanised", "A", "3", "", "Adjustment required but generally functional", "Yes", "" ], [ "Cp/C", "Ex", "East", "Z", "Vehicle Area", "Walling", "Natural Stone", "", "C", "2", "", "The cement/concrete capping to the entire boundary wall has\nbeen displaced", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "IC/N Ex North Z", "", "", "", "", "Internal Courtyard (between A‐5 & E‐6)", "", "", "", "", "", "", "", "" ], "rows": [ [ "IC/N", "Ex", "North", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "IC/N", "Ex", "North", "Z", "Limited Access Area", "Hardstand", "Slabs", "", "B", "2", "", "Worn and uneven surface", "", "" ], [ "IC/N", "Ex", "North", "Z", "Limited Access Area", "Drainage Gullies", "Steel", "", "A", "2", "", "Worn but functional", "", "" ], [ "IC/N", "Ex", "North", "Z", "Limited Access Area", "Drainage Covers", "Steel", "", "A", "2", "", "Worn but functional", "", "" ], [ "IC/N", "Ex", "North", "Z", "Limited Access Area", "Walling", "Rendered", "", "A", "3", "", "Worn but functional", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "IC/S Ex South Z", "", "", "", "", "Internal Courtyard (between B‐1 & E‐1)", "", "", "", "", "", "", "", "" ], "rows": [ [ "IC/S", "Ex", "South", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "IC/S", "Ex", "South", "Z", "Pedestrian Area", "Hardstand", "Slabs", "", "B", "2", "", "Worn but functional", "", "" ], [ "IC/S", "Ex", "South", "Z", "Pedestrian Area", "Drainage Gullies", "Steel", "", "B", "2", "", "Worn but functional", "", "" ], [ "IC/S", "Ex", "South", "Z", "Pedestrian Area", "Drainage Covers", "Steel", "", "B", "2", "", "Worn but functional", "", "" ], [ "IC/S", "Ex", "South", "Z", "Pedestrian Area", "Back Edge Kerbs", "Concrete", "", "B", "2", "", "Worn but functional", "", "" ], [ "IC/S", "Ex", "South", "Z", "Pedestrian Area", "Street Furniture", "Timber", "", "A", "3", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "IC/W Ex West Z", "", "", "", "", "Internal Courtyard (between J‐3 & D‐1)", "", "", "", "", "", "", "", "" ], "rows": [ [ "IC/W", "Ex", "West", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "IC/W", "Ex", "West", "Z", "Pedestrian Area", "Hardstand", "Timber", "Treated", "A", "3", "", "", "", "" ], [ "IC/W", "Ex", "West", "Z", "Pedestrian Area", "Pathways", "Timber", "Treated", "A", "3", "", "", "", "" ], [ "IC/W", "Ex", "West", "Z", "Limited Access Area", "Pathways", "Gravel (Loose)", "", "A", "3", "", "", "", "" ], [ "IC/W", "Ex", "West", "Z", "Pedestrian Area", "Fencing", "Timber", "Treated", "A", "3", "", "", "", "" ], [ "IC/W", "Ex", "West", "Z", "Pedestrian Area", "Street Furniture", "Timber", "Treated", "A", "3", "", "", "", "" ], [ "IC/W", "Ex", "West", "Z", "Pedestrian Area", "Drainage Covers", "Steel", "", "B", "2", "", "Worn but functional", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "AWP Ex South Z", "", "", "", "", "All weather Sports Pitch", "", "", "", "", "", "", "", "" ], "rows": [ [ "AWP", "Ex", "South", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "AWP", "Ex", "South", "Z", "Pedestrian Area", "Pathways", "Macadam", "", "A", "3", "", "Some weeds are present but the surface is generally sound", "", "" ], [ "AWP", "Ex", "South", "Z", "Pedestrian Area", "Back Edge Kerbs", "Concrete", "", "A", "3", "", "Satisfactory condition", "", "" ], [ "AWP", "Ex", "South", "Z", "Pedestrian Area", "Fencing", "Steel", "Galvanised", "A", "3", "", "There is widespread deposits to the powder coated fencing\nwhich appears to be salts, local areas where individual wires\nare bent. Two panels have been removed, presumably for\naccess. There is some local patches where the paint has\ndelaminated from Galvanised posts. Posts along the North\nelevation appear to have been re‐set into the ground.\nGenerally in sound condition", "", "" ], [ "AWP", "Ex", "South", "Z", "Pedestrian Area", "Street Furniture", "Steel", "Galvanised", "A", "3", "", "Sports Lighting Columns ‐ There is light surface corrosion\nstaining in some locations, the columns are in sound\ncondition generally", "", "" ], [ "AWP", "Ex", "South", "Z", "Pedestrian Area", "Steps", "Slabs", "", "B", "2", "", "There is one broken slab at the top of three steps out of the\nEast side gate", "", "" ], [ "AWP", "Ex", "South", "Z", "Pedestrian Area", "Hardstand", "Astro‐turf", "", "A", "3", "", "Surface is aged but generally sound, there is some local moss\ngrowth", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "GAS Ex West Z", "", "", "", "", "Gas Building", "", "", "", "", "", "", "", "" ], "rows": [ [ "GAS", "Ex", "West", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "GAS", "Ex", "West", "Z", "Wall", "Cover", "Rendered", "", "B", "3", "", "Aggregate loss in places", "", "" ], [ "GAS", "Ex", "West", "Z", "Wall", "Doorways", "Rendered", "", "A", "3", "", "", "", "" ], [ "GAS", "Ex", "West", "Z", "Wall", "Doors", "Timber", "", "A", "3", "", "", "", "" ], [ "GAS", "Ex", "West", "Z", "Wall", "RWP Downpipes", "UPVC", "", "B", "1", "", "Broken downpipe connections", "", "" ], [ "GAS", "Ex", "West", "Z", "Wall", "Fixings", "Proprietary", "", "A", "2", "", "Lights", "", "" ], [ "GAS", "Ex", "West", "Z", "Wall", "Penetrations", "Brick", "", "A", "3", "", "Multiple airbricks", "", "" ], [ "GAS", "Ex", "West", "Z", "Roof", "Cover", "Mineral Felt", "", "A", "3", "", "", "", "" ], [ "GAS", "Ex", "West", "Z", "Roof", "Eaves/Fascia", "UPVC", "", "A", "3", "", "", "", "" ], [ "GAS", "Ex", "West", "Z", "Roof", "RWP Guttering", "UPVC", "", "A", "3", "", "", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "OIL Ex Central Z", "", "", "", "", "Oil Storage Building", "", "", "", "", "", "", "", "" ], "rows": [ [ "OIL", "Ex", "Central", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "OIL", "Ex", "Central", "Z", "Wall", "Cover", "Dash", "", "B", "2", "", "Several cracks and patchy loss of chippings but generally\nserviceable", "", "" ], [ "OIL", "Ex", "Central", "Z", "Wall", "Doorways", "Rendered", "", "B", "2", "", "Not fully sealed around the frame", "", "" ], [ "OIL", "Ex", "Central", "Z", "Wall", "Doors", "Timber", "", "C", "2", "", "Rotting door", "", "" ], [ "OIL", "Ex", "Central", "Z", "Wall", "RWP Downpipes", "UPVC", "", "A", "2", "", "Aged but serviceable", "", "" ], [ "OIL", "Ex", "Central", "Z", "Wall", "Parapets", "Dash", "", "B", "2", "", "Several cracks and patchy loss of chippings but generally\nserviceable", "", "" ], [ "OIL", "Ex", "Central", "Z", "Wall", "Fixings", "Services", "", "A", "3", "", "Light fitting", "", "" ], [ "OIL", "Ex", "Central", "Z", "Wall", "Steps", "Metal", "", "B", "2", "", "Corroding metalwork", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "Cover", "Corrigated Board", "", "A", "3", "", "Possibly asbestos boards", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "Cover", "Concrete", "", "A", "3", "", "", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "Eaves/Fascia", "Concrete", "", "A", "3", "", "", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "Eaves/Fascia", "Timber", "", "B", "2", "", "Delaminating paint, and wood is deteriorating", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "Soffit", "Concrete", "", "A", "3", "", "", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "RWP Guttering", "UPVC", "", "A", "2", "", "Aged but serviceable, vegetation is present", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "Flashing", "Lead", "", "A", "3", "", "", "", "" ], [ "OIL", "Ex", "Central", "Z", "Roof", "Side Abutment", "Lead", "", "A", "3", "", "", "", "" ] ], "row_count": 16, "col_count": 14 }, { "headers": [ "BKR Ex South Z", "", "", "", "", "Block K Road / Track", "", "", "", "", "", "", "", "" ], "rows": [ [ "BKR", "Ex", "South", "Z", "Item", "Element", "Material", "Finish", "Condition", "Priority", "Cost", "Comment", "Maintenance\nItem", "Future\nAttention\nRequired" ], [ "BKR", "Ex", "South", "Z", "Vehicle Area", "Roadway Surface", "Consolidated Stone", "", "E", "2", "", "The consolidated stone has become pitted from continued\nvehicle use, extensively pot‐holed and depressions are\n>150mm", "", "" ], [ "BKR", "Ex", "South", "Z", "Vehicle Area", "Road Kerbs", "Concrete", "", "B", "3", "", "Kerbs to one side of the rack only are old, work but\nserviceable", "", "" ], [ "BKR", "Ex", "South", "Z", "Vehicle Area", "Parking Bay Surface", "Consolidated Stone", "", "E", "2", "", "The consolidated stone has become pitted from continued\nvehicle turning, several pot‐holes and depressions are\n>100mm", "", "" ], [ 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"", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "Underspend", "-£315,075", "-£311,955", "-£308,212", "-£303,720", "-£298,329", "-£281,423", "-£262,318", "-£249,054", "-£234,692", "-£219,130", "-£202,257", "-£183,952", "-£164,084", "-£142,505", "-£119,057", "-£100,330" ], [ "", "", "", "", "", "", "", "", "maintenace cost o", "£ 2 97,282", "£ 300,401", "£ 304,145", "£ 308,637", "£ 314,028", "£ 330,010", "£ 348,200", "£ 360,557", "£ 374,023", "£ 388,697", "£ 404,691", "£ 422,125", "£ 441,132", "£ 461,858", "£ 484,461", "£ 502,353" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "maintenace cost N", "£ 1 59,518", "£ 168,244", "£ 178,438", "£ 190,360", "£ 204,324", "£ 276,061", "£ 306,360", "£ 323,758", "£ 344,484", "£ 369,138", "£ 398,437", "£ 433,230", "£ 474,532", "£ 523,550", "£ 581,725", "£ 595,791" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 68, "col_count": 25 }, { "headers": [ "We measure how fit for purpose schools are using a Suitability Survey. The Suitability" ], "rows": [ [ "Survey seeks to provide a measure of the extent to which a school building and its grounds" ], [ "are appropriate in providing an environment which supports quality learning and teaching." ], [ "Other services provided to individual children and to the school community, in terms of" ], [ "practicality, accessibility and convenience are also evaluated. The assessment is of the" ], [ "school as a whole, its buildings and its grounds and of the impact these have on learning" ], [ "and teaching, leisure and social activities. It also takes account of the health and well-being" ], [ "of all users. Within this, we need to consider the different types of spaces within the school" ], [ "and the different activities for which they are used." ], [ "A suitability survey was undertaken at CRHS in November 2016. The survey was undertaken" ], [ "by interview with Department Heads and Section leaders across the school, to assess the" ], [ "accommodation, and its impact on education. This report is included in Appendix A." ] ], "row_count": 11, "col_count": 1 }, { "headers": [ "Name:", "[DESC Off]" ], "rows": [ [ "Title:", "[DESC Off]" ], [ "Date:", "" ], [ "Signature:", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "Name:", "[DESC Off]" ], "rows": [ [ "Title:", "[DESC Off]" ], [ "Date:", "" ], [ "Signature:", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "current", "Required for 7 forms", "shortfall" ], "rows": [ [ "2 Art classrooms (too small)", "3 large Art rooms", "1 Art room" ], [ "Kiln room", "Kiln room", "" ], [ "1 shared Art/DT workshop", "1 photography room", "1 photography room" ], [ "1 small installation room", "2 installation rooms", "" ], [ "1 resistant materials\nworkshop and Heat treatment\narea", "2 workshops, plus one for\nlevel 2 engineering", "1 engineering workshop" ], [ "1 graphics room", "1 graphics room", "" ], [ "1 electronics room", "1 large electronics room", "Large room" ], [ "1 small Food technology\nroom", "2 Food rooms", "1 food room" ], [ "1 small textiles room", "1 large textiles room", "Size of room" ] ], "row_count": 9, "col_count": 3 }, { "headers": [ "2 Music classrooms", "2 Music classrooms", "" ], "rows": [ [ "1 Drama room plus\nperformance area", "2 drama rooms", "1 drama room" ], [ "3 Music practice rooms", "3 Music practice rooms", "" ], [ "1 Music store", "1 Music store", "" ], [ "1 office", "1 office", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "2 Geography classrooms", "2.5 Geography classrooms", "1 shared room" ], "rows": [ [ "2 History classrooms", "2.5 History classrooms", "" ], [ "1 RS classroom", "2 RS classrooms", "1 room" ], [ "2 shared classrooms", "", "" ], [ "1 PSHE classroom", "1 PSHE classroom", "" ], [ "2 German classrooms", "2.5 German classrooms", "" ], [ "2 French classrooms", "3 French classrooms", "1 room" ], [ "", "1 Manx classroom", "1 room" ], [ "", "1 classroom for Careers,\ncitizenship,\nlifeskills/ASDAN", "1 room" ] ], "row_count": 8, "col_count": 3 }, { "headers": [ "1 gym", "1 gym", "" ], "rows": [ [ "1 Sports Hall", "1 sports hall", "" ], [ "1 Fitness room", "2 fitness rooms", "1 fitness room" ], [ "", "1 classroom for theory/exam\nPE", "1 classroom" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "2 unit classrooms", "2 unit classrooms", "" ], "rows": [ [ "1 support for learning\nbase/teaching area", "2 bases – 1 for KS4 and 1 for\nKS3 students", "1 base for vulnerable\nstudents" ], [ "1 small room for ‘chill’", "Proper room for children\nwith ASD", "1 room for students on ASD" ], [ "1 office for S4L", "2 offices", "1 office" ], [ "2 teaching rooms (1 below\nstage so not in use during\nexams)", "3 teaching rooms for specific\nwithdrawal courses", "1 teaching room" ], [ "1 store used as isolation room", "1 room for listening service\netc", "" ], [ "", "1 meeting room for parents", "1 meeting room" ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "1 communal area built for 90", "2 communal areas or larger\nthan existing", "1 communal area" ], "rows": [ [ "1 small careers resource\nroom", "1 careers room", "" ], [ "1 seminar room", "2 seminar rooms", "1 seminar room" ], [ "1 lecture theatre seats 90", "Larger lecture theatre or\nadditional lecture theatre", "1 lecture theatre" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "", "R", "Y1", "Y2", "Y3", "Y4", "Y5", "Y6" ], "rows": [ [ "Ballaugh", "5", "11", "7", "11", "11", "10", "9" ], [ "Bunscoill", "9", "10", "15", "5", "9", "7", "14" ], [ "Foxdale", "15", "7", "10", "9", "5", "4", "10" ], [ "Marown", "27", "25", "30", "29", "32", "24", "39" ], [ "Michael", "19", "17", "20", "10", "19", "16", "14" ], [ "PCW", "59", "69", "73", "53", "44", "55", "41" ], [ "St John’s", "22", "24", "27", "24", "21", "19", "27" ], [ "Total", "156", "163", "182", "141", "141", "135", "154" ] ], "row_count": 8, "col_count": 8 }, { "headers": [ "1.3 Part 1(c): Bids etc." ], "rows": [ [ "In relation to part 1(c) of your request, the Treasury applied an absolute exemption to" ], [ "disclosure under section 20 of the Act (information accessible to the applicant by other" ], [ "means)." ], [ "" ], [ "The internal review has concluded that the exemption to disclosure under section 20 of the Act" ], [ "was correctly applied by the Treasury as the information requested is already reasonably" ], [ "accessible." ], [ "" ], [ "However, whilst the original response to you provided you with a link to the most recent" ], [ "version of the Isle of Man Detailed Government Accounts, it may also have been helpful to" ], [ "provide you with a link that would have enabled you to access the Accounts that have been" ], [ "published over the period of the capital programme schemes within which you have an" ], [ "interest." ], [ "" ], [ "I am pleased to now provide that link, which will enable you to access the Accounts for each of" ], [ "the relevant years –" ], [ "" ], [ "Government Accounts" ], [ "" ] ], "row_count": 19, "col_count": 1 }, { "headers": [ "", "Weighting" ], "rows": [ [ "Ensuring that the DESC are getting value for money when undertaking\npublic procurement. It is not in the public interest for information to be\ndisclosed that could adversely impact the ability of the Department to\nachieve value for money.", "5" ], [ "The particular information will be of interest to a limited group of\nindividuals, stakeholders and businesses, but is unlikely to be of general\npublic interest.", "1" ], [ "Need to ensure that commercial activities, including the procurement\nprocess, are conducted in a fair way.", "4" ], [ "The exemption is time sensitive. At the point in time the tender exercises\nare complete, and an organisation has been appointed to undertake the\nwork, it may be possible to disclose the information.", "3" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "", "Weighting" ], "rows": [ [ "A decision that undermines a process established by the Treasury in\naccordance with its statutory responsibilities would damage public\nconfidence in the Treasury and its delivery of these statutory\nresponsibilities.", "3" ], [ "The Treasury, in the exercise of its duty to protect public finances, deems\nthis information to be commercially sensitive and therefore has taken steps\nto redact it from the IoM Budget. Disclosure would undermine the policy\nposition of the Treasury.", "4" ], [ "The information will be of interest to a limited group of individuals,\nstakeholders and businesses, but is unlikely to be of general public interest.", "1" ], [ "The exemption is time bound and only applies to the information because of\nthe stage the two schemes are at in their development.", "3" ] ], "row_count": 4, "col_count": 2 } ] }, { "case_id": 2025549, "title": "Teaching staff absence levels", "authority": "Department of Education, Sport and Culture", "date_received": "2021-10-06", "outcome": "All information sent", "summary": "A request was made for teacher absence data on October 5, 2021, across all Isle of Man primary and secondary schools, broken down by short-term and long-term sickness. The Department of Education, Sport and Culture disclosed the complete dataset, providing the number of teachers due to work and the specific counts of absent staff for each school.", "key_facts": [ "The data covers the specific date of Tuesday, 5th October 2021.", "Long-term absence is defined as 20 working days or more.", "The response includes data for both primary and secondary schools.", "Some schools reported zero long-term absences while others reported multiple cases.", "The request was processed and closed on 2nd November 2021." ], "data_mentioned": [ "2025549", "2021-10-06", "2021-11-02", "Tuesday 5th October", "20 working days", "130", "15", "1", "65", "3", "58", "72", "98", "6", "23", "8" ], "exemptions_cited": [], "tables": [ { "headers": [ "PRIMARYSCHOOL", "NO. DUE TO WORK*", "NO. OF SICKNESS ABSENCES", "" ], "rows": [ [ "", "", "Short term", "Long term**" ], [ "Anagh Coar", "5", "0", "0" ], [ "Andreas", "4", "0", "0" ], [ "Arbory", "7", "0", "0" ], [ "Ashley Hill", "11", "0", "0" ], [ "Ballacottier", "12", "1", "0" ], [ "Ballasalla", "9", "0", "0" ], [ "Ballaugh", "4", "0", "0" ], [ "Braddan", "7", "1", "0" ], [ "Bunscoill Ghaelgagh", "4", "0", "0" ], [ "Bunscoill Rhumsaa", "23", "3", "0" ], [ "Cronk y Berry", "16", "0", "0" ], [ "Dhoon", "3", "0", "0" ], [ "Foxdale", "6", "0", "0" ], [ "Henry Bloom Noble", "23", "3", "1" ], [ "Jurby", "4", "0", "0" ], [ "Kewaigue", "6", "1", "0" ], [ "Laxey", "8", "1", "0" ], [ "Manor Park", "6", "0", "1" ], [ "Marown", "9", "0", "0" ], [ "Michael", "6", "0", "0" ], [ "Onchan", "17", "1", "0" ], [ "Peel Clothworkers", "19", "1", "0" ], [ "Phurt le Moirrey", "8", "1", "0" ], [ "Rushen", "13", "0", "0" ], [ "Scoill yn Jubilee", "19", "8", "0" ], [ "St Johns", "7", "0", "0" ], [ "St Marys", "13", "2", "0" ], [ "St Thomas'", "4", "0", "0" ], [ "Sulby", "7", "0", "0" ], [ "Vallajeelt", "7", "1", "0" ], [ "Victoria Road", "11", "2", "1" ], [ "Willaston", "8", "0", "0" ], [ "High School", "", "", "" ], [ "Ballakermeen", "130", "15", "1" ], [ "Castle Rushen", "65", "3", "1" ], [ "Queen Elizabeth II", "58", "3", "0" ], [ "Ramsey Grammar", "72", "3", "2" ], [ "St Ninian's", "98", "6", "0" ] ], "row_count": 39, "col_count": 4 } ] }, { "case_id": 2079946, "title": "IOM Primary Schools' Attainment 2020-21 - EYFS, Key Stages 1, 2", "authority": "Department of Education, Sport and Culture", "date_received": "2021-11-09", "outcome": "Some information sent but not all held", "summary": "A request was made for 2020-21 primary school attainment data across EYFS, Key Stage 1, and Key Stage 2 for all Isle of Man schools, including cohort sizes and subject-specific percentages. The Department of Education, Sport and Culture responded with partial data, providing detailed statistics for EYFS and Key Stage 1 but noting that not all requested information was held.", "key_facts": [ "The response covers 36 primary schools across the Isle of Man for the 2020-21 academic year.", "EYFS data includes the percentage of pupils achieving a Good Level of Development (GLD) broken down by gender.", "Key Stage 1 data provides attainment percentages for Levels 1, 2, and 3+ across Reading, Writing, Speaking & Listening, Mathematics, and Science.", "The overall Isle of Man average for GLD was 41.0% for all pupils, 36.8% for boys, and 45.4% for girls.", "The authority stated that some information was sent but not all was held, resulting in a partial disclosure." ], "data_mentioned": [ "2020-21", "2021-11-09", "2021-11-26", "764", "394", "370", "41.0%", "36.8%", "45.4%", "53.9%", "46.7%", "61.6%", "100.0%", "0.0%" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "", "", "", "School % GLD", "", "", "School % GLD Prime", "", "" ], "rows": [ [ "", "", "", "", "All", "Boys", "Girls", "All", "Boys", "Girls" ], [ "Anagh Coar", "17", "8", "9", "35.3", "37.5", "33.3", "41.2", "37.5", "44.4" ], [ "Andreas", "9", "6", "3", "11.1", "0.0", "33.3", "33.3", "16.7", "66.7" ], [ "Arbory", "25", "11", "14", "72.0", "72.7", "71.4", "76.0", "81.8", "71.4" ], [ "Ashley Hill", "42", "20", "22", "40.5", "20.0", "59.1", "54.8", "30.0", "77.3" ], [ "Ballacottier", "28", "13", "15", "71.4", "76.9", "66.7", "92.9", "92.3", "93.3" ], [ "Ballasalla", "15", "7", "8", "66.7", "71.4", "62.5", "73.3", "71.4", "75.0" ], [ "Ballaugh", "7", "5", "2", "57.1", "60.0", "50.0", "85.7", "80.0", "100.0" ], [ "Braddan", "20", "8", "12", "5.0", "0.0", "8.3", "30.0", "12.5", "41.7" ], [ "Bunscoill Ghaelgagh", "7", "4", "3", "0.0", "0.0", "0.0", "0.0", "0.0", "0.0" ], [ "Bunscoill Rhumsaa", "45", "19", "26", "33.3", "26.3", "38.5", "53.3", "36.8", "65.4" ], [ "Cronk Y Berry", "49", "23", "26", "38.8", "34.8", "42.3", "53.1", "52.2", "53.8" ], [ "Dhoon", "7", "2", "5", "100.0", "100.0", "100.0", "100.0", "100.0", "100.0" ], [ "Foxdale", "11", "7", "4", "54.5", "57.1", "50.0", "63.6", "71.4", "50.0" ], [ "Henry Bloom Noble", "59", "31", "28", "1.7", "3.2", "0.0", "1.7", "3.2", "0.0" ], [ "Jurby", "11", "6", "5", "45.5", "33.3", "60.0", "54.5", "33.3", "80.0" ], [ "Kewaigue", "11", "3", "8", "63.6", "33.3", "75.0", "63.6", "33.3", "75.0" ], [ "Laxey", "27", "17", "10", "85.2", "76.5", "100.0", "96.3", "94.1", "100.0" ], [ "Manor Park", "8", "4", "4", "0.0", "0.0", "0.0", "0.0", "0.0", "0.0" ], [ "Marown", "19", "13", "6", "63.2", "69.2", "50.0", "100.0", "100.0", "100.0" ], [ "MICHAEL", "16", "8", "8", "68.8", "62.5", "75.0", "87.5", "75.0", "100.0" ], [ "Onchan", "40", "19", "21", "57.5", "52.6", "61.9", "72.5", "68.4", "76.2" ], [ "Peel", "59", "33", "26", "64.4", "63.6", "65.4", "79.7", "72.7", "88.5" ], [ "Rushen", "37", "16", "21", "16.2", "6.3", "23.8", "18.9", "6.3", "28.6" ], [ "Scoill Phurt le Moirrey", "11", "7", "4", "9.1", "0.0", "25.0", "9.1", "0.0", "25.0" ], [ "Scoill Vallajeelt", "20", "13", "7", "30.0", "23.1", "42.9", "35.0", "23.1", "57.1" ], [ "Scoill yn Jubilee", "50", "21", "29", "24.0", "14.3", "31.0", "42.0", "28.6", "51.7" ], [ "St John's", "14", "9", "5", "50.0", "44.4", "60.0", "85.7", "77.8", "100.0" ], [ "St Mary’s", "30", "21", "9", "23.3", "23.8", "22.2", "43.3", "28.6", "77.8" ], [ "ST Thomas’", "6", "5", "1", "0.0", "0.0", "0.0", "0.0", "0.0", "0.0" ], [ "Sulby", "14", "8", "6", "78.6", "75.0", "83.3", "92.9", "87.5", "100.0" ], [ "Victoria Road", "22", "14", "8", "68.2", "57.1", "87.5", "77.3", "71.4", "87.5" ], [ "Willaston", "24", "10", "14", "16.7", "10.0", "21.4", "29.2", "10.0", "42.9" ] ], "row_count": 33, "col_count": 10 }, { "headers": [ "", "", "Speaking & listening", "", "", "Reading", "", "", "Writing", "", "", "Mathematics", "", "", "Science", "", "" ], "rows": [ [ "", "Pupil No.", "L1", "L2", "L3+", "L1", "L2", "L3+", "L1", "L2", "L3+", "L1", "L2", "L3+", "L1", "L2", "L3+" ], [ "Anagh Coar Primary School", "16", "18.8%", "81.3%", "0.0%", "50.0%", "50.0%", "0.0%", "37.5%", "62.5%", "0.0%", "31.3%", "68.8%", "0.0%", "0.0%", "100.0%", "0.0%" ], [ "Andreas School", "10", "0.0%", "90.0%", "10.0%", "10.0%", "60.0%", "30.0%", "0.0%", "70.0%", "30.0%", "10.0%", "50.0%", "40.0%", "0.0%", "80.0%", "20.0%" ], [ "Arbory Primary School", "20", "25.0%", "65.0%", "10.0%", "30.0%", "60.0%", "10.0%", "35.0%", "60.0%", "5.0%", "25.0%", "65.0%", "10.0%", "25.0%", "75.0%", "0.0%" ], [ "Ashley Hill Primary School", "29", "0.0%", "86.2%", "13.8%", "24.1%", "55.2%", "20.7%", "6.9%", "79.3%", "13.8%", "3.4%", "86.2%", "10.3%", "0.0%", "82.8%", "17.2%" ], [ "Ballacottier Primary School", "24", "4.2%", "87.5%", "8.3%", "4.2%", "29.2%", "66.7%", "12.5%", "87.5%", "0.0%", "4.2%", "79.2%", "16.7%", "0.0%", "100.0%", "0.0%" ], [ "Ballasalla Primary school", "13", "23.1%", "53.8%", "23.1%", "30.8%", "46.2%", "7.7%", "30.8%", "61.5%", "7.7%", "46.2%", "46.2%", "7.7%", "23.1%", "53.8%", "23.1%" ], [ "Ballaugh Primary School", "7", "0.0%", "85.7%", "14.3%", "0.0%", "71.4%", "28.6%", "0.0%", "85.7%", "14.3%", "0.0%", "100.0%", "0.0%", "0.0%", "100.0%", "0.0%" ], [ "Braddan Primary School", "14", "21.4%", "71.4%", "7.1%", "21.4%", "35.7%", "35.7%", "21.4%", "71.4%", "7.1%", "21.4%", "71.4%", "7.1%", "14.3%", "85.7%", "0.0%" ], [ "Bunscoill Ghaelgagh", "13", "7.7%", "92.3%", "0.0%", "7.7%", "92.3%", "0.0%", "7.7%", "92.3%", "0.0%", "7.7%", "92.3%", "0.0%", "7.7%", "92.3%", "0.0%" ], [ "Bunscoill Rhumsaa", "60", "11.7%", "80.0%", "8.3%", "21.7%", "55.0%", "23.3%", "20.0%", "76.7%", "3.3%", "25.0%", "68.3%", "5.0%", "8.3%", "86.7%", "5.0%" ], [ "Cronk Y Berry School", "34", "2.9%", "82.4%", "14.7%", "20.6%", "52.9%", "26.5%", "14.7%", "79.4%", "5.9%", "5.9%", "91.2%", "2.9%", "0.0%", "97.1%", "2.9%" ], [ "Dhoon School", "14", "0.0%", "64.3%", "35.7%", "7.1%", "57.1%", "35.7%", "7.1%", "57.1%", "35.7%", "7.1%", "64.3%", "28.6%", "0.0%", "71.4%", "28.6%" ], [ "Foxdale Primary", "12", "0.0%", "100.0%", "0.0%", "8.3%", "91.7%", "0.0%", "0.0%", "100.0%", "0.0%", "8.3%", "91.7%", "0.0%", "0.0%", "100.0%", "0.0%" ], [ "Henry Bloom Noble Primary School", "51", "29.4%", "70.6%", "0.0%", "39.2%", "43.1%", "15.7%", "35.3%", "60.8%", "2.0%", "37.3%", "60.8%", "0.0%", "41.2%", "56.9%", "0.0%" ], [ "Jurby Community School", "6", "16.7%", "83.3%", "0.0%", "16.7%", "83.3%", "0.0%", "0.0%", "100.0%", "0.0%", "16.7%", "83.3%", "0.0%", "0.0%", "100.0%", "0.0%" ], [ "Kewaigue School", "15", "0.0%", "86.7%", "13.3%", "20.0%", "66.7%", "13.3%", "0.0%", "86.7%", "13.3%", "6.7%", "73.3%", "20.0%", "0.0%", "100.0%", "0.0%" ], [ "Laxey School", "36", "0.0%", "55.6%", "44.4%", "13.9%", "63.9%", "22.2%", "2.8%", "72.2%", "25.0%", "8.3%", "58.3%", "33.3%", "0.0%", "69.4%", "30.6%" ], [ "Manor Park Primary", "13", "46.2%", "53.8%", "0.0%", "61.5%", "15.4%", "15.4%", "76.9%", "15.4%", "0.0%", "69.2%", "23.1%", "0.0%", "53.8%", "46.2%", "0.0%" ], [ "Marown Primary School", "23", "8.7%", "60.9%", "30.4%", "30.4%", "26.1%", "43.5%", "17.4%", "60.9%", "21.7%", "4.3%", "95.7%", "0.0%", "0.0%", "52.2%", "47.8%" ], [ "MICHAEL PRIMARY", "14", "14.3%", "85.7%", "0.0%", "21.4%", "78.6%", "0.0%", "14.3%", "85.7%", "0.0%", "21.4%", "78.6%", "0.0%", "0.0%", "100.0%", "0.0%" ], [ "Onchan Primary School", "48", "10.4%", "89.6%", "0.0%", "12.5%", "68.8%", "18.8%", "10.4%", "89.6%", "0.0%", "12.5%", "87.5%", "0.0%", "0.0%", "83.3%", "16.7%" ], [ "Peel Clothworkers’ School", "54", "0.0%", "68.5%", "31.5%", "14.8%", "57.4%", "27.8%", "9.3%", "70.4%", "20.4%", "7.4%", "75.9%", "16.7%", "0.0%", "79.6%", "20.4%" ], [ "Rushen Primary School", "46", "4.3%", "91.3%", "4.3%", "17.4%", "45.7%", "37.0%", "8.7%", "78.3%", "10.9%", "2.2%", "97.8%", "0.0%", "2.2%", "95.7%", "2.2%" ], [ "Scoill Phurt le Moirrey", "22", "0.0%", "90.9%", "9.1%", "9.1%", "81.8%", "9.1%", "9.1%", "90.9%", "0.0%", "0.0%", "100.0%", "0.0%", "4.5%", "95.5%", "0.0%" ], [ "Scoill Vallajeelt", "28", "32.1%", "67.9%", "0.0%", "42.9%", "57.1%", "0.0%", "35.7%", "64.3%", "0.0%", "10.7%", "89.3%", "0.0%", "0.0%", "100.0%", "0.0%" ], [ "Scoill yn Jubilee", "54", "7.4%", "90.7%", "1.9%", "11.1%", "66.7%", "20.4%", "5.6%", "87.0%", "7.4%", "9.3%", "83.3%", "7.4%", "5.6%", "92.6%", "1.9%" ], [ "St John's School", "17", "0.0%", "94.1%", "5.9%", "5.9%", "47.1%", "47.1%", "0.0%", "94.1%", "5.9%", "5.9%", "88.2%", "5.9%", "52.9%", "47.1%", "0.0%" ], [ "St Mary’s RC Primary School", "26", "3.8%", "96.2%", "0.0%", "19.2%", "53.8%", "23.1%", "7.7%", "88.5%", "0.0%", "7.7%", "88.5%", "3.8%", "0.0%", "100.0%", "0.0%" ], [ "ST Thomas’ C E School", "8", "12.5%", "62.5%", "25.0%", "25.0%", "37.5%", "37.5%", "37.5%", "62.5%", "0.0%", "0.0%", "100.0%", "0.0%", "12.5%", "87.5%", "0.0%" ], [ "Sulby Primary School", "19", "0.0%", "84.2%", "15.8%", "0.0%", "84.2%", "15.8%", "5.3%", "94.7%", "0.0%", "0.0%", "100.0%", "0.0%", "0.0%", "100.0%", "0.0%" ], [ "Victoria Road Primary School", "35", "22.9%", "77.1%", "0.0%", "22.9%", "62.9%", "2.9%", "34.3%", "62.9%", "0.0%", "22.9%", "77.1%", "0.0%", "31.4%", "68.6%", "0.0%" ], [ "Willaston Primary School", "15", "13.3%", "73.3%", "13.3%", "33.3%", "40.0%", "26.7%", "13.3%", "80.0%", "6.7%", "20.0%", "53.3%", "26.7%", "40.0%", "60.0%", "0.0%" ] ], "row_count": 33, "col_count": 17 }, { "headers": [ "Key Stage 2 Data for 2021\nSpeaking & listening Reading Writing Mathematics Science\nPupil No. L2 L3 L4 L5+ L2 L3 L4 L5+ L2 L3 L4 L5+ L2 L3 L4 L5+ L2 L3 L4 L5+", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "", "Speaking & listening", "", "", "", "Reading", "", "", "", "Writing", "", "", "", "Mathematics", "", "", "", "Science", "", "", "" ], [ "", "Pupil No.", "L2", "L3", "L4", "L5+", "L2", "L3", "L4", "L5+", "L2", "L3", "L4", "L5+", "L2", "L3", "L4", "L5+", "L2", "L3", "L4", "L5+" ], [ "Anagh Coar Primary School", "20", "0.0%", "20.0%", "55.0%", "25.0%", "5.0%", "60.0%", "35.0%", "0.0%", "0.0%", "15.0%", "65.0%", "20.0%", "0.0%", "15.0%", "80.0%", "5.0%", "0.0%", "5.0%", "75.0%", "20.0%" ], [ "Andreas School", "23", "0.0%", "13.0%", "69.6%", "17.4%", "4.3%", "8.7%", "60.9%", "26.1%", "0.0%", "13.0%", "69.6%", "17.4%", "4.3%", "4.3%", "82.6%", "8.7%", "0.0%", "8.7%", "82.6%", "8.7%" ], [ "Arbory Primary School", "21", "0.0%", "4.8%", "66.7%", "28.6%", "0.0%", "4.8%", "61.9%", "33.3%", "0.0%", "4.8%", "71.4%", "23.8%", "0.0%", "9.5%", "57.1%", "33.3%", "0.0%", "4.8%", "66.7%", "28.6%" ], [ "Ashley Hill Primary School", "40", "0.0%", "2.5%", "70.0%", "27.5%", "0.0%", "5.0%", "60.0%", "35.0%", "0.0%", "10.0%", "70.0%", "20.0%", "0.0%", "10.0%", "62.5%", "27.5%", "0.0%", "20.0%", "72.5%", "7.5%" ], [ "Ballacottier Primary School", "38", "0.0%", "2.6%", "65.8%", "31.6%", "0.0%", "5.3%", "50.0%", "44.7%", "0.0%", "7.9%", "71.1%", "21.1%", "2.6%", "2.6%", "55.3%", "39.5%", "0.0%", "5.3%", "50.0%", "44.7%" ], [ "Ballasalla Primary school", "11", "9.1%", "18.2%", "36.4%", "36.4%", "9.1%", "18.2%", "27.3%", "45.5%", "9.1%", "9.1%", "45.5%", "36.4%", "0.0%", "36.4%", "18.2%", "45.5%", "0.0%", "9.1%", "45.5%", "45.5%" ], [ "Ballaugh Primary School", "11", "0.0%", "0.0%", "81.8%", "18.2%", "0.0%", "0.0%", "45.5%", "54.5%", "0.0%", "0.0%", "81.8%", "18.2%", "0.0%", "9.1%", "45.5%", "45.5%", "0.0%", "0.0%", "81.8%", "18.2%" ], [ "Braddan Primary School", "22", "0.0%", "4.5%", "95.5%", "0.0%", "0.0%", "9.1%", "63.6%", "27.3%", "4.5%", "31.8%", "50.0%", "13.6%", "0.0%", "13.6%", "72.7%", "13.6%", "0.0%", "4.5%", "81.8%", "13.6%" ], [ "Bunscoill Ghaelgagh", "8", "0.0%", "12.5%", "62.5%", "25.0%", "0.0%", "25.0%", "62.5%", "12.5%", "12.5%", "0.0%", "75.0%", "12.5%", "12.5%", "0.0%", "62.5%", "25.0%", "12.5%", "0.0%", "87.5%", "0.0%" ], [ "Bunscoill Rhumsaa", "70", "0.0%", "12.9%", "60.0%", "25.7%", "0.0%", "10.0%", "44.3%", "44.3%", "0.0%", "17.1%", "58.6%", "22.9%", "0.0%", "14.3%", "61.4%", "22.9%", "0.0%", "8.6%", "67.1%", "22.9%" ], [ "Cronk Y Berry School", "44", "0.0%", "2.3%", "86.4%", "11.4%", "0.0%", "9.1%", "75.0%", "15.9%", "0.0%", "6.8%", "81.8%", "11.4%", "0.0%", "4.5%", "79.5%", "15.9%", "0.0%", "0.0%", "90.9%", "9.1%" ], [ "Dhoon School", "12", "0.0%", "8.3%", "50.0%", "41.7%", "0.0%", "8.3%", "33.3%", "58.3%", "0.0%", "8.3%", "58.3%", "33.3%", "0.0%", "8.3%", "50.0%", "41.7%", "0.0%", "8.3%", "50.0%", "41.7%" ], [ "Foxdale Primary", "12", "0.0%", "0.0%", "75.0%", "25.0%", "0.0%", "0.0%", "66.7%", "33.3%", "0.0%", "8.3%", "83.3%", "8.3%", "0.0%", "0.0%", "75.0%", "25.0%", "0.0%", "0.0%", "91.7%", "8.3%" ], [ "Henry Bloom Noble Primary School", "65", "0.0%", "23.1%", "67.7%", "9.2%", "0.0%", "16.9%", "69.2%", "13.8%", "3.1%", "24.6%", "67.7%", "4.6%", "1.5%", "29.2%", "52.3%", "16.9%", "0.0%", "21.5%", "64.6%", "13.8%" ], [ "Jurby Community School", "12", "0.0%", "58.3%", "25.0%", "16.7%", "8.3%", "33.3%", "50.0%", "8.3%", "0.0%", "58.3%", "25.0%", "8.3%", "8.3%", "25.0%", "58.3%", "8.3%", "0.0%", "25.0%", "75.0%", "0.0%" ], [ "Kewaigue School", "13", "0.0%", "7.7%", "69.2%", "23.1%", "7.7%", "7.7%", "38.5%", "46.2%", "0.0%", "23.1%", "46.2%", "30.8%", "0.0%", "15.4%", "69.2%", "15.4%", "0.0%", "0.0%", "100.0%", "0.0%" ], [ "Laxey School", "23", "0.0%", "0.0%", "47.8%", "52.2%", "0.0%", "0.0%", "60.9%", "39.1%", "0.0%", "8.7%", "65.2%", "26.1%", "0.0%", "8.7%", "52.2%", "39.1%", "0.0%", "8.7%", "73.9%", "17.4%" ], [ "Manor Park Primary", "19", "0.0%", "31.6%", "68.4%", "0.0%", "0.0%", "31.6%", "68.4%", "0.0%", "5.3%", "68.4%", "26.3%", "0.0%", "5.3%", "68.4%", "26.3%", "0.0%", "5.3%", "63.2%", "31.6%", "0.0%" ], [ "Marown Primary School", "22", "0.0%", "0.0%", "72.7%", "27.3%", "0.0%", "0.0%", "63.6%", "36.4%", "0.0%", "0.0%", "81.8%", "18.2%", "0.0%", "4.5%", "68.2%", "27.3%", "0.0%", "0.0%", "63.6%", "36.4%" ], [ "MICHAEL PRIMARY", "18", "0.0%", "11.1%", "55.6%", "33.3%", "0.0%", "11.1%", "55.6%", "33.3%", "0.0%", "22.2%", "66.7%", "11.1%", "0.0%", "0.0%", "72.2%", "27.8%", "0.0%", "0.0%", "94.4%", "0.0%" ], [ "Onchan Primary School", "58", "0.0%", "3.4%", "50.0%", "46.6%", "0.0%", "1.7%", "48.3%", "50.0%", "0.0%", "8.6%", "62.1%", "29.3%", "0.0%", "10.3%", "62.1%", "27.6%", "0.0%", "3.4%", "69.0%", "27.6%" ], [ "Peel Clothworkers’ School", "75", "0.0%", "0.0%", "74.7%", "25.3%", "1.3%", "4.0%", "69.3%", "25.3%", "1.3%", "21.3%", "73.3%", "4.0%", "0.0%", "12.0%", "84.0%", "4.0%", "0.0%", "5.3%", "94.7%", "0.0%" ], [ "Rushen Primary School", "39", "0.0%", "15.4%", "51.3%", "33.3%", "0.0%", "10.3%", "56.4%", "33.3%", "2.6%", "15.4%", "59.0%", "23.1%", "0.0%", "17.9%", "59.0%", "23.1%", "0.0%", "12.8%", "69.2%", "17.9%" ], [ "Scoill Phurt le Moirrey", "27", "0.0%", "3.7%", "85.2%", "11.1%", "0.0%", "3.7%", "74.1%", "22.2%", "0.0%", "11.1%", "74.1%", "14.8%", "0.0%", "18.5%", "59.3%", "22.2%", "0.0%", "7.4%", "66.7%", "25.9%" ], [ "Scoill Vallajeelt", "26", "3.8%", "0.0%", "76.9%", "19.2%", "0.0%", "0.0%", "26.9%", "69.2%", "3.8%", "3.8%", "80.8%", "11.5%", "3.8%", "7.7%", "76.9%", "11.5%", "0.0%", "3.8%", "96.2%", "0.0%" ], [ "Scoill yn Jubilee", "54", "1.9%", "5.6%", "74.1%", "18.5%", "0.0%", "5.6%", "63.0%", "29.6%", "1.9%", "9.3%", "75.9%", "13.0%", "0.0%", "13.0%", "64.8%", "22.2%", "1.9%", "5.6%", "90.7%", "1.9%" ], [ "St John's School", "21", "4.8%", "9.5%", "38.1%", "47.6%", "4.8%", "9.5%", "52.4%", "28.6%", "4.8%", "28.6%", "47.6%", "14.3%", "0.0%", "28.6%", "52.4%", "19.0%", "0.0%", "14.3%", "71.4%", "14.3%" ], [ "St Mary’s RC Primary School", "41", "4.9%", "7.3%", "65.9%", "22.0%", "7.3%", "0.0%", "63.4%", "29.3%", "7.3%", "17.1%", "70.7%", "4.9%", "7.3%", "9.8%", "65.9%", "17.1%", "2.4%", "9.8%", "87.8%", "0.0%" ], [ "ST Thomas’ C E School", "13", "0.0%", "0.0%", "76.9%", "23.1%", "0.0%", "0.0%", "69.2%", "30.8%", "0.0%", "0.0%", "69.2%", "30.8%", "0.0%", "0.0%", "76.9%", "23.1%", "0.0%", "0.0%", "46.2%", "53.8%" ], [ "Sulby Primary School", "19", "5.3%", "5.3%", "42.1%", "47.4%", "5.3%", "5.3%", "42.1%", "47.4%", "10.5%", "0.0%", "63.2%", "26.3%", "5.3%", "5.3%", "52.6%", "36.8%", "5.3%", "5.3%", "42.1%", "47.4%" ], [ "Victoria Road Primary School", "29", "0.0%", "6.9%", "72.4%", "20.7%", "6.9%", "17.2%", "58.6%", "17.2%", "3.4%", "27.6%", "55.2%", "13.8%", "3.4%", "20.7%", "65.5%", "10.3%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Willaston Primary School", "32", "3.1%", "50.0%", "37.5%", "9.4%", "0.0%", "28.1%", "56.3%", "9.4%", "3.1%", "43.8%", "43.8%", "6.3%", "3.1%", "28.1%", "68.8%", "0.0%", "0.0%", "65.6%", "31.3%", "0.0%" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "LEA", "938", "0.9%", "9.8%", "64.8%", "24.4%", "1.4%", "9.6%", "57.5%", "30.9%", "1.9%", "16.5%", "65.4%", "15.8%", "1.4%", "14.3%", "64.1%", "20.1%", "0.5%", "10.7%", "70.6%", "14.8%" ] ], "row_count": 36, "col_count": 22 } ] }, { "case_id": 2120421, "title": "GCSE and Other External Examination Attainment 2021", "authority": "Department of Education, Sport and Culture", "date_received": "2021-11-30", "outcome": "Upheld - partial", "summary": "A request for detailed 2020-21 GCSE and external examination attainment data for Isle of Man state secondary schools was partially upheld, resulting in the disclosure of subject-specific grade breakdowns and Average Point Scores (APS).", "key_facts": [ "The request was made to the Department of Education, Sport and Culture on 2021-11-30.", "The Information Commissioner upheld the request partially on 2022-03-04.", "The response includes detailed grade distributions (A*-U) and APS for subjects like English Language, Mathematics, and Sciences.", "Data covers Year 11 students across the Island's five state secondary schools.", "Specific metrics requested included FSM and AEN (SEN) attainment percentages, though the provided text focuses on subject-level results." ], "data_mentioned": [ "2021-11-30", "2022-03-04", "2020-21", "240 entries for English Language", "239 entries for Mathematics", "44.76 APS for English Language", "41.97 APS for Mathematics", "11 pages", "4 documents" ], "exemptions_cited": [], "tables": [ { "headers": [ "Details", "", "", "A* to A", "", "A* to B", "", "A* to C", "", "", "", "" ], "rows": [ [ "Subject Name", "Entries", "APS", "#", "%", "#", "%", "#", "%", "A*", "A", "B" ], [ "Additional Maths", "38", "49.32", "26", "68.42", "33", "86.84", "38", "100", "", "26", "7" ], [ "Art", "62", "40.87", "6", "9.68", "23", "37.1", "44", "70.97", "1", "5", "17" ], [ "Biology", "42", "52.43", "27", "64.29", "41", "97.62", "42", "100", "19", "8", "14" ], [ "BTEC Enterprise", "35", "41.71", "7", "20", "12", "34.29", "28", "80", "3", "4", "5" ], [ "BTEC Sport", "11", "42.18", "1", "9.09", "7", "63.64", "10", "90.91", "", "1", "6" ], [ "Chemistry", "5", "53.2", "4", "80", "4", "80", "5", "100", "3", "1", "" ], [ "Childcare NCFE Level 2", "11", "43.27", "3", "27.27", "6", "54.55", "7", "63.64", "1", "2", "3" ], [ "Combined Science", "65", "27.91", "0", "0", "0", "0", "13", "20", "", "", "" ], [ "Computer Science", "33", "47.27", "16", "48.48", "26", "78.79", "28", "84.85", "8", "8", "10" ], [ "Construction Level 1", "4", "34", "0", "0", "0", "0", "0", "0", "", "", "" ], [ "Creative Media BTEC", "5", "43.6", "1", "20", "2", "40", "5", "100", "", "1", "1" ], [ "Drama", "13", "48.31", "7", "53.85", "10", "76.92", "11", "84.62", "3", "4", "3" ], [ "DT Graphics", "22", "46.09", "9", "40.91", "16", "72.73", "20", "90.91", "7", "2", "7" ], [ "DT Product", "26", "35.38", "1", "3.85", "6", "23.08", "15", "57.69", "", "1", "5" ], [ "Economics", "56", "40.32", "17", "30.36", "28", "50", "38", "67.86", "5", "12", "11" ], [ "Engineering L1 and L2", "17", "22.47", "0", "0", "0", "0", "3", "17.65", "", "", "" ], [ "English Language", "240", "44.76", "82", "34.17", "143", "59.58", "207", "86.25", "24", "58", "61" ], [ "English Literature", "175", "46.64", "90", "51.43", "126", "72", "143", "81.71", "46", "44", "36" ], [ "French", "35", "49.77", "19", "54.29", "28", "80", "31", "88.57", "14", "5", "9" ], [ "Geography", "53", "45.32", "21", "39.62", "36", "67.92", "45", "84.91", "6", "15", "15" ], [ "German", "26", "49.23", "14", "53.85", "19", "73.08", "23", "88.46", "11", "3", "5" ], [ "Global Perspectives", "42", "44.57", "16", "38.1", "29", "69.05", "32", "76.19", "2", "14", "13" ], [ "Hair & Beauty Level 1", "17", "34", "0", "0", "0", "0", "0", "0", "", "", "" ], [ "History", "137", "41.97", "43", "31.39", "66", "48.18", "91", "66.42", "22", "21", "23" ], [ "ICT GCSE", "33", "54", "31", "93.94", "32", "96.97", "33", "100", "14", "17", "1" ], [ "ICT PC Passport", "57", "40", "0", "0", "0", "0", "57", "100", "", "", "" ], [ "Mathematics", "239", "41.97", "69", "28.87", "117", "48.95", "172", "71.97", "39", "30", "48" ], [ "Media Studies", "44", "37.82", "4", "9.09", "13", "29.55", "26", "59.09", "1", "3", "9" ], [ "Music", "17", "51.29", "10", "58.82", "15", "88.24", "17", "100", "7", "3", "5" ], [ "PE Final Grade", "44", "49.41", "27", "61.36", "34", "77.27", "38", "86.36", "16", "11", "7" ], [ "Performance Art", "20", "49.6", "10", "50", "17", "85", "20", "100", "5", "5", "7" ], [ "Physics", "16", "53.13", "14", "87.5", "16", "100", "16", "100", "5", "9", "2" ], [ "SQA Practical Cookery", "36", "34", "0", "0", "0", "0", "0", "0", "", "", "" ], [ "RE", "224", "39.92", "50", "22.32", "98", "43.75", "156", "69.64", "16", "34", "48" ], [ "Science Coord1", "171", "44.9", "60", "35.09", "96", "56.14", "149", "87.13", "30", "30", "36" ], [ "Science Coord2", "171", "44.9", "60", "35.09", "96", "56.14", "149", "87.13", "30", "30", "36" ], [ "Workskills Level 1", "7", "16", "0", "0", "0", "0", "0", "0", "", "", "" ] ], "row_count": 38, "col_count": 12 }, { "headers": [ "Grades", "", "", "", "", "" ], "rows": [ [ "C", "D", "E", "F", "G", "U" ], [ "5", "", "", "", "", "" ], [ "21", "16", "1", "1", "", "" ], [ "1", "", "", "", "", "" ], [ "16", "4", "2", "", "1", "" ], [ "3", "", "", "", "1", "" ], [ "1", "", "", "", "", "" ], [ "1", "4", "", "", "", "" ], [ "13", "13", "15", "16", "5", "3" ], [ "2", "2", "2", "", "1", "" ], [ "", "4", "", "", "", "" ], [ "3", "", "", "", "", "" ], [ "1", "2", "", "", "", "" ], [ "4", "", "", "1", "", "1" ], [ "9", "1", "5", "4", "1", "" ], [ "10", "8", "4", "1", "2", "3" ], [ "3", "3", "4", "", "3", "4" ], [ "64", "18", "9", "4", "1", "1" ], [ "17", "14", "10", "3", "3", "2" ], [ "3", "4", "", "", "", "" ], [ "9", "3", "3", "1", "1", "" ], [ "4", "2", "1", "", "", "" ], [ "3", "8", "", "1", "1", "" ], [ "", "17", "", "", "", "" ], [ "25", "23", "11", "7", "5", "" ], [ "1", "", "", "", "", "" ], [ "57", "", "", "", "", "" ], [ "55", "18", "27", "16", "5", "1" ], [ "13", "8", "6", "2", "2", "" ], [ "2", "", "", "", "", "" ], [ "4", "4", "2", "", "", "" ], [ "3", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "36", "", "", "", "" ], [ "58", "22", "16", "15", "12", "3" ], [ "53", "8", "11", "1", "", "2" ], [ "53", "8", "11", "1", "", "2" ], [ "", "", "", "", "7", "" ] ], "row_count": 38, "col_count": 6 } ] }, { "case_id": 2137409, "title": "Have Your Say - Leadership", "authority": "Cabinet Office", "date_received": "2021-12-09", "outcome": "Some information sent but not all held", "summary": "The requester asked for detailed results of the 'Have Your Say Pulse Survey 5: Leadership' for the Department of Education, Sport and Culture, broken down by individual schools and services, and inquired about a publication delay. The Cabinet Office provided available data but stated it did not hold the specific breakdowns for individual schools, noting that publication of such detailed results is at the discretion of Chief Officers.", "key_facts": [ "The Cabinet Office does not hold the requested data broken down by individual primary schools, secondary schools, and specific support services.", "Publication of divisional and service area results is left to the discretion of Chief Officers for their respective Departments.", "The survey results were not published on the advertised date of November 24th because the full dataset was not received from the survey provider until the week ending December 3rd, 2021.", "A table containing available data regarding the Leadership Pulse Survey and average scores per question was attached to the response.", "The requester was advised to contact Chief Officers directly or submit a new FOI request for further information." ], "data_mentioned": [ "2137409", "2021-12-09", "2021-12-14", "November 24th", "Friday 3rd December 2021", "Pulse Survey 5", "Pulse Survey 4" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "", "", "", "", "", "", "", "", "tab", "le with", "", "th", "e", "data", "you", "", "hav", "e requested", "", "regarding", "", "", "", "the" ], "rows": [ [ "Leadership", "", "Puls", "e", "Surv", "ey", "and", "", "the", "average", "", "scor", "", "e", "per", "question", "", "", "broken", "dow", "n", "by", "", "", "" ], [ "categories.", "", "The", "data i", "", "n the", "", "table", "", "is ta", "ken", "from", "", "the r", "", "eports pr", "", "", "oduced", "reflecting", "", "", "", "the", "" ], [ "areas", "with", "enough da", "", "", "ta to", "", "produce o", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 3, "col_count": 25 }, { "headers": [ "Whilst", "", "we p", "", "ublish", "", "the", "Departmental r", "", "", "esults", "", "through", "", "", "", "an", "organisation", "", "wide", "", "", "", "", "", "", "" ], "rows": [ [ "communication,", "", "", "", "", "the p", "", "ublication o", "", "f th", "e results", "", "", "fo", "r", "divisional a", "", "", "nd service", "", "areas/teams", "", "", "", "", "", "is" ], [ "left", "to", "the", "", "discretion o", "", "", "f Chief", "Officers", "", "for", "their", "", "Departments/Boards/Offices.", "", "", "", "", "", "", "", "", "", "", "For", "", "" ], [ "furthe", "", "r i", "nformation yo", "", "", "", "u woul", "d ne", "ed t", "o contact", "", "", "them", "", "", "directly", "", "or submit", "", "a", "", "Freedom", "", "", "o", "" ], [ "Informatio", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 4, "col_count": 27 } ] }, { "case_id": 2181637, "title": "Impact of Covid on Pupil Attainment", "authority": "Department of Education, Sport and Culture", "date_received": "2022-01-10", "outcome": "Some information sent but part exempt", "summary": "The request sought data and analysis regarding the decline in primary school attainment levels in the Isle of Man during the 2020-21 academic year compared to pre-pandemic years due to Covid-19 lockdowns. The Department of Education, Sport and Culture provided detailed statistical tables for Early Years Foundation Stage (EYFS) attainment across multiple years but withheld other requested reports and meeting minutes, resulting in a partial exemption outcome.", "key_facts": [ "The request was made on 2022-01-10 and the outcome was issued on 2022-02-07.", "The response included 121 pages and 34 documents containing EYFS attainment data.", "Isle of Man EYFS pupils achieving a Good Level of Development (GLD) dropped from 71.6% in 2018-19 to 41.0% in 2020-21.", "No data was available for the 2019-20 Summer term due to school closures.", "The outcome was classified as 'Some information sent but part exempt'." ], "data_mentioned": [ "2022-01-10", "2022-02-07", "121 pages", "34 documents", "41.0%", "71.6%", "2018-19", "2020-21", "2019-20", "764 pupils", "802 pupils" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "", "", "", "School % GLD", "", "", "School % GLD Prime", "", "" ], 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"63.3%", "11.7%", "5.0%", "91.7%", "66.7%", "20.0%", "5.0%" ], [ "Cronk Y Berry School", "34", "97.1%", "79.4%", "38.2%", "14.7%", "79.4%", "73.5%", "41.2%", "26.5%", "85.3%", "76.5%", "29.4%", "5.9%", "94.1%", "79.4%", "26.5%", "2.9%", "100.0%", "91.2%", "32.4%", "2.9%" ], [ "Dhoon School", "14", "100.0%", "100.0%", "71.4%", "35.7%", "92.9%", "92.9%", "35.7%", "35.7%", "92.9%", "92.9%", "35.7%", "35.7%", "92.9%", "92.9%", "50.0%", "28.6%", "100.0%", "92.9%", "50.0%", "28.6%" ], [ "Foxdale Primary", "12", "100.0%", "91.7%", "41.7%", "0.0%", "91.7%", "66.7%", "33.3%", "0.0%", "100.0%", "66.7%", "25.0%", "0.0%", "91.7%", "83.3%", "25.0%", "0.0%", "100.0%", "75.0%", "0.0%", "0.0%" ], [ "Henry Bloom Noble Primary School", "51", "70.6%", "60.8%", "19.6%", "0.0%", "58.8%", "52.9%", "33.3%", "15.7%", "62.7%", "49.0%", "15.7%", "2.0%", "60.8%", "39.2%", "3.9%", "0.0%", "56.9%", "39.2%", "5.9%", "0.0%" ], [ "Jurby Community School", "6", "83.3%", "50.0%", "33.3%", "0.0%", "83.3%", "33.3%", "16.7%", "0.0%", "100.0%", "33.3%", "33.3%", "0.0%", "83.3%", "66.7%", "0.0%", "0.0%", "100.0%", "66.7%", "0.0%", "0.0%" ], [ "Kewaigue School", "15", "100.0%", "93.3%", "40.0%", "13.3%", "80.0%", "60.0%", "40.0%", "13.3%", "100.0%", "80.0%", "46.7%", "13.3%", "93.3%", "93.3%", "33.3%", "20.0%", "100.0%", "60.0%", "40.0%", "0.0%" ], [ "Laxey School", "36", "100.0%", "97.2%", "63.9%", "44.4%", "86.1%", "86.1%", "55.6%", "22.2%", "97.2%", "94.4%", "44.4%", "25.0%", "91.7%", "88.9%", "41.7%", "33.3%", "100.0%", "97.2%", "58.3%", "30.6%" ], [ "Manor Park Primary", "13", "53.8%", "23.1%", "0.0%", "0.0%", "30.8%", "30.8%", "15.4%", "15.4%", "15.4%", "0.0%", "0.0%", "0.0%", "23.1%", "23.1%", "0.0%", "0.0%", "46.2%", "15.4%", "0.0%", "0.0%" ], [ "Marown Primary School", "23", "91.3%", "73.9%", "60.9%", "30.4%", "69.6%", "65.2%", "65.2%", "43.5%", "82.6%", "78.3%", "60.9%", "21.7%", "95.7%", "60.9%", "13.0%", "0.0%", "100.0%", "100.0%", "78.3%", "47.8%" ], [ "MICHAEL PRIMARY", "14", "85.7%", "57.1%", "7.1%", "0.0%", "78.6%", "50.0%", "21.4%", "0.0%", "85.7%", "42.9%", "14.3%", "0.0%", "78.6%", "35.7%", "14.3%", "0.0%", "100.0%", "57.1%", "0.0%", "0.0%" ], [ "Onchan Primary School", "48", "89.6%", "75.0%", "27.1%", "0.0%", "87.5%", "81.3%", "56.3%", "18.8%", "89.6%", "66.7%", "22.9%", "0.0%", "87.5%", "56.3%", "16.7%", "0.0%", "100.0%", "95.8%", "62.5%", "16.7%" ], [ "Peel Clothworkers’ School", "54", "100.0%", "92.6%", "64.8%", "31.5%", "85.2%", "83.3%", "53.7%", "27.8%", "90.7%", "81.5%", "50.0%", "20.4%", "92.6%", "75.9%", "46.3%", "16.7%", "100.0%", "87.0%", "59.3%", "20.4%" ], [ "Rushen Primary School", "46", "95.7%", "76.1%", "45.7%", "4.3%", "82.6%", "78.3%", "60.9%", "37.0%", "89.1%", "65.2%", "39.1%", "10.9%", "97.8%", "69.6%", "13.0%", "0.0%", "97.8%", "89.1%", "23.9%", "2.2%" ], [ "Scoill Phurt le Moirrey", "22", "100.0%", "63.6%", "13.6%", "9.1%", "90.9%", "50.0%", "9.1%", "9.1%", "90.9%", "59.1%", "18.2%", "0.0%", "100.0%", "77.3%", "9.1%", "0.0%", "95.5%", "90.9%", "0.0%", "0.0%" ], [ "Scoill Vallajeelt", "28", "67.9%", "39.3%", "0.0%", "0.0%", "57.1%", "35.7%", "25.0%", "0.0%", "64.3%", "39.3%", "7.1%", "0.0%", "89.3%", "60.7%", "17.9%", "0.0%", "100.0%", "0.0%", "0.0%", "0.0%" ], [ "Scoill yn Jubilee", "54", "92.6%", "81.5%", "16.7%", "1.9%", "87.0%", "75.9%", "42.6%", "20.4%", "94.4%", "79.6%", "24.1%", "7.4%", "90.7%", "70.4%", "29.6%", "7.4%", "94.4%", "74.1%", "18.5%", "1.9%" ], [ "St John's School", "17", "100.0%", "88.2%", "41.2%", "5.9%", "94.1%", "76.5%", "70.6%", "47.1%", "100.0%", "76.5%", "23.5%", "5.9%", "94.1%", "82.4%", "29.4%", "5.9%", "47.1%", "5.9%", "0.0%", "0.0%" ], [ "St Mary’s RC Primary School", "26", "96.2%", "69.2%", "34.6%", "0.0%", "76.9%", "65.4%", "34.6%", "23.1%", "88.5%", "73.1%", "26.9%", "0.0%", "92.3%", "65.4%", "38.5%", "3.8%", "100.0%", "76.9%", "42.3%", "0.0%" ], [ "ST Thomas’ C E School", "8", "87.5%", "75.0%", "50.0%", "25.0%", "75.0%", "50.0%", "50.0%", "37.5%", "62.5%", "50.0%", "25.0%", "0.0%", "100.0%", "50.0%", "25.0%", "0.0%", "87.5%", "62.5%", "37.5%", "0.0%" ], [ "Sulby Primary School", "19", "100.0%", "94.7%", "42.1%", "15.8%", "100.0%", "100.0%", "42.1%", "15.8%", "94.7%", "73.7%", "36.8%", "0.0%", "100.0%", "89.5%", "42.1%", "0.0%", "100.0%", "78.9%", "42.1%", "0.0%" ], [ "Victoria Road Primary School", "35", "77.1%", "71.4%", "31.4%", "0.0%", "65.7%", "60.0%", "11.4%", "2.9%", "62.9%", "37.1%", "5.7%", "0.0%", "77.1%", "51.4%", "14.3%", "0.0%", "68.6%", "42.9%", "11.4%", "0.0%" ], [ "Willaston Primary School", "15", "86.7%", "66.7%", "33.3%", "13.3%", "66.7%", "60.0%", "33.3%", "26.7%", "86.7%", "53.3%", "40.0%", "6.7%", "80.0%", "60.0%", "40.0%", "26.7%", "60.0%", "26.7%", "6.7%", "0.0%" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "LEA", "796", "89.7%", "75.4%", "34.7%", "10.6%", "78.1%", "69.8%", "42.7%", "21.6%", "83.3%", "64.9%", "27.0%", "7.4%", "85.6%", "66.7%", "24.4%", "7.2%", "90.3%", "71.4%", "30.8%", "7.7%" ] ], "row_count": 37, "col_count": 22 }, { "headers": [ "Key Stage 1 Summary Data for 2020", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "Speak & listening", "", "", "", "Reading", "", "", "", "Writing", "", "", "", "Mathematics", "", "", "", "Science", "", "", "" ], [ "", "Pupil No.", "L2+", "L2b+", "L2a+", "L3+", "L2+", "L2b+", "L2a+", "L3+", "L2+", "L2b+", "L2a+", "L3+", "L2+", "L2b+", "L2a+", "L3+", "L2+", "L2b+", "L2a+", "L3+" ], [ "Anagh Coar Primary School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Andreas School", "15", "93.3%", "73.3%", "40.0%", "6.7%", "66.7%", "60.0%", "26.7%", "0.0%", "86.7%", "46.7%", "26.7%", "0.0%", "86.7%", "60.0%", "33.3%", "0.0%", "80.0%", "73.3%", "53.3%", "0.0%" ], [ "Arbory Primary School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Ashley Hill Primary School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Ballacottier Primary School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Ballasalla Primary school", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Ballaugh Primary School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Braddan Primary School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Bunscoill Ghaelgagh", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Bunscoill Rhumsaa", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Cronk Y Berry School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Dhoon School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Foxdale Primary", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Henry Bloom Noble Primary School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Jurby Community School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Kewaigue School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Laxey School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Manor Park Primary", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", 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Writing, Speaking & Listening, Maths and Science attainment at level 3 is still not high enough" ], [ "and there is an issue with assessment in higher levels across the school. This will continue to be addressed." ], [ "The collection of attainment data was affected by the school closures and there are no IOM averages against which too" ], [ "compare. However draft attainment data in writing indicates that at average and above average (using last year’s IOM averages)" ], [ "and above has improved. [Redacted]" ], [ "Early indications are, despite the school closures and lack of central data that 4 out of 6 year groups attainment was effective" ], [ "and one was very effective, using last year’s IOM averages." ], [ "Attainment data was not collected centrally by DESC this year and there are no averages against which too compare. This was" ], [ "due to the impact of the school closures. It is worth noting however that under the new SSRE framework, the judgement for" ], [ "attainment is now benchmarked with the new metric - 65% have to reach the expected attainment for a judgment of effective" ], [ "in Foundation stage and 75% in KS 1 & 2. Data analysis provided by [Redacted] indicates that in maths 62% reached the" ], [ "expected attainment, even with the school closures. It is difficult of course to make any prediction or judgement with this, and" ], [ "further assessments will need to be made in the Autumn term to establish the full impact of school closures on attainment. It" ], [ "perhaps suggests that the previous attainment percentage of 76.7% would have been reached and perhaps exceeded." ], [ "In writing 59% reached the expected attainment which is only 1% below the overall attainment for the previous year where" ], [ "pupils accused a full school year. Again it is difficult to make judgement or prediction but this would indicate that attainment" ], [ "in writing has improved and would have done so significantly had pupils attended for a full year." ] ], "row_count": 17, "col_count": 1 } ] }, { "case_id": 2188201, "title": "NSC Flumes Sign Off", "authority": "Department of Education, Sport and Culture", "date_received": "2022-01-11", "outcome": "Some information sent but part exempt", "summary": "The request sought the sign-off date, responsible personnel, and documentation for the new NSC Flumes. The authority disclosed the sign-off date and a defects register but withheld personal details of the sign-off individual and specific commercial documents under exemptions.", "key_facts": [ "The new NSC Flumes were signed off for public use on 26th November 2021.", "The identity and job title of the person who signed off the flumes were withheld as personal data.", "A Defects Register dated 25/11/2021 was provided showing outstanding cleaning work on flume columns and stairs.", "Some requested documents were withheld to protect commercial interests and ongoing contractual relationships.", "The request was handled by the Department of Education, Sport and Culture (DESC)." ], "data_mentioned": [ "26th November 2021", "25/11/2021", "06/08/2018", "12/08/2019", "05/11/2021", "249", "253", "2188201", "7 pages", "2 documents" ], "exemptions_cited": [ "Section 25(b)(i)&(ii) - Absolutely exempt personal information", "Section 30(2)(b) - Prejudice to commercial interests" ], "tables": [ { "headers": [ "Contract Works - General", "", "", "", "", "" ], "rows": [ [ "Ref", "Location", "Description", "Notified\nby & date", "May Delay\nCompletion", "Status" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ] ], "row_count": 11, "col_count": 6 }, { "headers": [ "Contract Works -", "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "249", "Flume\ncolumn,\nstairs and\nplatform", "Thorough clean of all surfaces to be\ncarried out", "", "05/11/2021", "", "No", "Outstanding" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "253", "Flume stairs\nand platform", "Thorough clean of all surfaces to be\ncarried out", "", "05/11/2021", "", "No", "Outstanding" ] ], "row_count": 21, "col_count": 8 }, { "headers": [ "For Disclosure", "Against Disclosure" ], "rows": [ [ "Transparency – disclosure of the\ninformation would support\ntransparency and promote\nopenness and accountability to\nthe general public.", "Disclosure of the information potentially may\naffect a person’s ability to participate\ncompetitively in a commercial activity (directly\nor indirectly)." ], [ "Timing - the disclosure timetable\nis in the distance or contingent or\nindeterminate.", "Damage to the working relationship and trust\nbetween contractors and the Department." ], [ "Accountability – value for\ntaxpayer’s money.", "Could result in information being disclosed\nwhich is subject to ongoing present\ndiscussions, therefore to release at this time,\nmay mislead the public." ], [ "", "Potential prejudice to business of National\nSports Centre ‘NSC’." ], [ "", "Reputational prejudice to Government\nDepartment/s." ], [ "", "Prejudice to completion of outstanding work." ] ], "row_count": 6, "col_count": 2 } ] }, { "case_id": 2200761, "title": "law students", "authority": "Department of Education, Sport and Culture", "date_received": "2022-01-18", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture responded to a request for data on law students studying in the UK and Isle of Man by providing a detailed list of institutions, course titles, and study years for each student.", "key_facts": [ "The request was received on 18 January 2022 and the response was issued on 14 February 2022.", "All requested information regarding law students was disclosed without exemptions.", "The data covers students studying at various UK universities including BPP Law School, Lancaster University, and the University of Liverpool.", "Students studying in the Isle of Man are primarily enrolled with The Open University and University of Law campuses.", "The response included 7 pages across 2 documents detailing individual student records." ], "data_mentioned": [ "2022-01-18", "2022-02-14", "7 pages", "2 documents", "2200761" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "Institute", "", "", "Course Title", "", "", "Course Year", "", "", "Location of Study", "" ], "rows": [ [ "", "BPP Law School (London)", "", "", "LLM Legal Practice Course (Solicitors)", "", "", "1", "", "", "United Kingdom", "" ], [ "", "BPP Law School (London)", "", "", "PGDL", "", "", "1", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "BPP Law School (Manchester)", "", "", "LPC", "", "", "1", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "De Montfort University", "", "", "Business Law", "", "", "2", "", "", "United Kingdom", "" ], [ "", "De Montfort University", "", "", "Law, Human Rights and Social Justice LLB", "", "", "2", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "Edge Hill University", "", "", "Law", "", "", "3", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "John Moores University", "", "", "Law and Criminal Justice", "", "", "3", "", "", "United Kingdom", "" ], [ "", "John Moores University", "", "", "LLB Law", "", "", "3", "", "", "United Kingdom", "" ], [ "", "John Moores University", "", "", "Law", "", "", "2", "", "", "United Kingdom", "" ], [ "", "John Moores University", "", "", "LLB Law", "", "", "1", "", "", "United Kingdom", "" ], [ "", "John Moores University", "", "", "Legal Practice PG Dip", "", "", "1", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "Lancaster University", "", "", "Law", "", "", "3", "", "", "United Kingdom", "" ], [ "", "Lancaster University", "", "", "Law", "", "", "3", "", "", "United Kingdom", "" ], [ "", "Lancaster University", "", "", "Law", "", "", "1", "", "", "United Kingdom", "" ], [ "", "Lancaster University", "", "", "LLB Hons Law", "", "", "1", "", "", "United Kingdom", "" ], [ "", "Lancaster University", "", "", "M100 Law", "", "", "1", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "Leeds Beckett University", "", "", "Law with Criminology", "", "", "3", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "Liverpool Hope University", "", "", "Law", "", "", "3", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Cilex Law School", "", "", "", "CILEx Level 6 Higher Professional Diploma", "", "1", "", "", "United Kingdom", "", "" ], [ "", "", "", "", "in Law and Practice", "", "", "", "", "", "", "" ] ], "row_count": 28, "col_count": 12 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "Nottingham Law School", "", "", "LLB Law", "", "", "2", "", "", "United Kingdom", "" ], [ "", "Nottingham Law School", "", "", "LLB (H) Law", "", "", "2", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "Queen's University Belfast", "", "", "Law", "", "", "3", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "St Mary's University", "", "Law with Criminology", "", "", "2", "", "", "United Kingdom", "", "" ], [ "", "Twickenham London", "", "", "Law with Criminology", "", "", "2", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "Swansea University", "", "", "Law, LLB (Hons)", "", "", "1", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Buckingham", "", "", "Law", "", "", "3", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Central", "", "Law", "", "", "3", "", "", "United Kingdom", "", "" ], [ "", "Lancashire (UCLan)", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Central", "", "Graduate Diploma in Law", "", "", "2", "", "", "United Kingdom", "", "" ], [ "", "Lancashire (UCLan)", "", "", "Graduate Diploma in Law", "", "", "2", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Chester", "", "", "Law (M100)", "", "", "3", "", "", "United Kingdom", "" ], [ "", "University of Chester", "", "", "International Relations and Law", "", "", "1", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Dundee", "", "", "Law with Energy Law", "", "", "1", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Exeter", "", "", "LLB Law with European Study", "", "", "4", "", "", "United Kingdom", "" ], [ "", "University of Exeter", "", "", "Law", "", "", "2", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Hull", "", "", "LLB Law", "", "", "1", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Kent", "", "", "Law and Economics ML11", "", "", "2", "", "", "United Kingdom", "" ] ], "row_count": 28, "col_count": 12 }, { "headers": [ "", "University of Kent", "", "", "Law", "", "", "1", "", "", "United Kingdom", "" ], "rows": [ [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Law - London", "", "Legal Practice Course", "", "", "1", "", "", "United Kingdom", "", "" ], [ "", "Moorgate", "", "", "Legal Practice Course", "", "", "1", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Leeds", "", "", "Criminal Justice and Criminology", "", "", "2", "", "", "United Kingdom", "" ], [ "", "University of Leeds", "", "", "Criminal Justice and Criminology", "", "", "1", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Leicester", "", "", "Law with Criminology", "", "", "4", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Lincoln", "", "", "Law and Criminology", "", "", "3", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Law - Liverpool", "", "", "Graduate Diploma of Law (Full time)", "", "", "1", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Liverpool", "", "", "Law LLB (Hons)", "", "", "3", "", "", "United Kingdom", "" ], [ "", "University of Liverpool", "", "", "Law LLB", "", "", "3", "", "", "United Kingdom", "" ], [ "", "University of Liverpool", "", "", "Law LLB", "", "", "3", "", "", "United Kingdom", "" ], [ "", "University of Liverpool", "", "", "Law", "", "", "2", "", "", "United Kingdom", "" ], [ "", "University of Liverpool", "", "", "Law LLB (Hons)", "", "", "2", "", "", "United Kingdom", "" ], [ "", "University of Liverpool", "", "", "Law LLB", "", "", "2", "", "", "United Kingdom", "" ], [ "", "University of Liverpool", "", "", "LLB Law & Year Abroad", "", "", "2", "", "", "United Kingdom", "" ], [ "", "University of Liverpool", "", "", "Law LLB", "", "", "1", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Law -", "", "LPC", "", "", "1", "", "", "United Kingdom", "", "" ], [ "", "Nottingham", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Law -", "", "Legal Practice Course", "", "", "1", "", "", "United Kindgom", "", "" ], [ "", "Nottingham", "", "", "Legal Practice Course", "", "", "1", "", "", "United Kindgom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Reading", "", "", "Law", "", "", "3", "", "", "United Kingdom", "" ] ], "row_count": 28, "col_count": 12 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "University of Sheffield", "", "", "Criminology", "", "", "3", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of Law - Sheffield", "", "", "Graduate Diploma in Law", "", "", "1", "", "", "United Kingdom", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "University of York", "", "", "LLB (Hons) Law", "", "", "3", "", "", "United Kingdom", "" ], [ "", "University of York", "", "", "Law", "", "", "3", "", "", "United Kingdom", "" ], [ "", "University of York", "", "", "Law with Criminology", "", "", "1", "", "", "United Kingdom", "" ], [ "", "University of York", "", "", "Law", "", "", "1", "", "", "United Kingdom", "" ], [ "", "University of York", "", "", "Law and Criminology (LLB)", "", "", "1", "", "", "United Kingdom", "" ], [ "", "University of York", "", "", "Law", "", "", "1", "", "", "United Kingdom", "" ], [ "", "University of York", "", "", "LLB (Hons) in Law", "", "", "1", "", "", "United Kingdom", "" ], [ "", "University of York", "", "", "LLB (Hons) Law with Criminology", "", "", "1", "", "", "United Kingdom", "" ], [ "", "University of York", "", "", "Law", "", "", "1", "", "", "United Kingdom", "" ] ], "row_count": 13, "col_count": 12 }, { "headers": [ "Institute", "", "", "Course Title", "", "", "Course Year", "", "", "Location", "", "" ], "rows": [ [ "", "The Open University", "", "", "Law", "", "", "4", "", "", "Isle of Man", "" ], [ "", "The Open University", "", "", "Bachelor of law", "", "", "3", "", "", "Isle of Man", "" ], [ "", "The Open University", "", "", "Bachelor of Laws (Honours)", "", "", "1", "", "", "Isle of Man", "" ] ], "row_count": 3, "col_count": 12 }, { "headers": [ "", "University of Law - Chester", "", "", "Graduate Diploma in Law (GDL)", "", "", "1", "", "", "Isle of Man", "" ], "rows": [ [ "", "University of Law - Chester", "", "", "Legal Practice Course with MSc", "", "", "1", "", "", "Isle of Man", "" ], [ "", "University of Law - Liverpool", "", "", "LPC", "", "", "1", "", "", "Isle of Man", "" ], [ "", "University of Law - London", "", "iLPC Full time Online", "", "", "1", "", "", "Isle of Man", "", "" ], [ "", "Moorgate", "", "", "iLPC Full time Online", "", "", "1", "", "", "Isle of Man", "" ], [ "", "University of Law - Manchester", "", "", "Legal Practice Course with Masters", "", "", "2", "", "", "Isle of Man", "" ], [ "", "University of Law - Manchester", "", "", "Legal Practice Course (LPC)", "", "", "1", "", "", "Isle of Man", "" ] ], "row_count": 6, "col_count": 12 } ] }, { "case_id": 2207657, "title": "Primary School Sub Level (Levels 2 c-a and 4 c-a) Attainment 2015-19", "authority": "Department of Education, Sport and Culture", "date_received": "2022-01-21", "outcome": "All information sent", "summary": "The requester sought primary school attainment data for sub-levels 2 and 4 for the academic years 2015-2019, and the Department of Education, Sport and Culture confirmed that all requested information was released.", "key_facts": [ "The request was received on 2022-01-21 and the outcome was determined on 2022-02-16.", "The authority responded that all information was sent, comprising 12 pages across 3 documents.", "The data covers pupil attainment percentages in core subjects including Speaking & Listening, Reading, Writing, Mathematics, and Science.", "The response includes specific summary data for Key Stage 1 for the period 2017-2021.", "The request references a previous FOI (2102697) submitted in November 2020 regarding 2020-21 data." ], "data_mentioned": [ "2207657", "2102697", "2022-01-21", "2022-02-16", "2015-2019", "2017-2021", "12 pages", "3 documents", "81.3%", "100.0%", "75.0%", "95.8%", "16 pupils", "10 pupils", "20 pupils" ], "exemptions_cited": [], "tables": [ { "headers": [ "Key Stage 1 Summary Data for 2021", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "Speak & listening", "", "", "", "Reading", "", "", "", "Writing", "", "", "", "Mathematics", "", "", "", "Science", "", "", "" ], [ "", "Pupil No.", "L2+", "L2b+", "L2a+", "L3+", "L2+", "L2b+", "L2a+", "L3+", "L2+", "L2b+", "L2a+", "L3+", "L2+", "L2b+", "L2a+", "L3+", "L2+", "L2b+", "L2a+", "L3+" ], [ "Anagh Coar Primary School", "16", "81.3%", "31.3%", "0.0%", "0.0%", "50.0%", "50.0%", "12.5%", "0.0%", "62.5%", "25.0%", "0.0%", "0.0%", "68.8%", "43.8%", "18.8%", "0.0%", "100.0%", "100.0%", "68.8%", "0.0%" ], [ "Andreas School", "10", "100.0%", "100.0%", "40.0%", "10.0%", "90.0%", "90.0%", "50.0%", "30.0%", "100.0%", "90.0%", "70.0%", "30.0%", "90.0%", "80.0%", "50.0%", "40.0%", "100.0%", "70.0%", "50.0%", "20.0%" ], [ "Arbory Primary School", "20", "75.0%", "65.0%", "35.0%", "10.0%", "70.0%", "70.0%", "30.0%", "10.0%", "65.0%", "65.0%", "25.0%", "5.0%", "75.0%", "65.0%", "35.0%", "10.0%", "75.0%", "65.0%", "30.0%", "0.0%" ], [ "Ashley Hill Primary School", "29", "100.0%", "86.2%", "27.6%", "13.8%", "75.9%", "75.9%", "44.8%", "20.7%", "93.1%", "69.0%", "24.1%", "13.8%", "96.6%", "75.9%", "24.1%", "10.3%", "100.0%", "96.6%", "62.1%", "17.2%" ], [ "Ballacottier Primary School", "24", "95.8%", "91.7%", "37.5%", "8.3%", "95.8%", "87.5%", "83.3%", "66.7%", "87.5%", "75.0%", "37.5%", "0.0%", "95.8%", "75.0%", "50.0%", "16.7%", "100.0%", "91.7%", "37.5%", "0.0%" ], [ "Ballasalla Primary school", "13", "76.9%", "61.5%", "30.8%", "23.1%", "53.8%", "53.8%", "30.8%", "7.7%", "69.2%", "46.2%", "15.4%", "7.7%", "53.8%", "53.8%", "7.7%", "7.7%", "76.9%", "69.2%", "30.8%", "23.1%" ], [ "Ballaugh Primary School", "7", "100.0%", "100.0%", "100.0%", "14.3%", "100.0%", "100.0%", "85.7%", "28.6%", "100.0%", "85.7%", "57.1%", "14.3%", "100.0%", "71.4%", "14.3%", "0.0%", "100.0%", "100.0%", "0.0%", "0.0%" ], [ "Braddan Primary School", "14", "78.6%", "57.1%", "35.7%", "7.1%", "71.4%", "71.4%", "42.9%", "35.7%", "78.6%", "50.0%", "7.1%", "7.1%", "78.6%", "64.3%", "14.3%", "7.1%", "85.7%", "57.1%", "7.1%", "0.0%" ], [ "Bunscoill Ghaelgagh", "13", "92.3%", "92.3%", "38.5%", "0.0%", "92.3%", "92.3%", "61.5%", "0.0%", "92.3%", "46.2%", "7.7%", "0.0%", "92.3%", "84.6%", "38.5%", "0.0%", "92.3%", "76.9%", "23.1%", "0.0%" ], [ "Bunscoill Rhumsaa", "60", "88.3%", "75.0%", "30.0%", "8.3%", "78.3%", "66.7%", "41.7%", "23.3%", "80.0%", "66.7%", "15.0%", "3.3%", "73.3%", "63.3%", "11.7%", "5.0%", "91.7%", "66.7%", "20.0%", "5.0%" ], [ "Cronk Y Berry School", "34", "97.1%", "79.4%", "38.2%", "14.7%", "79.4%", "73.5%", "41.2%", "26.5%", "85.3%", "76.5%", "29.4%", "5.9%", "94.1%", "79.4%", "26.5%", "2.9%", "100.0%", "91.2%", "32.4%", "2.9%" ], [ "Dhoon School", "14", "100.0%", "100.0%", "71.4%", "35.7%", "92.9%", "92.9%", "35.7%", "35.7%", "92.9%", "92.9%", "35.7%", "35.7%", "92.9%", "92.9%", "50.0%", "28.6%", "100.0%", "92.9%", "50.0%", "28.6%" ], [ "Foxdale Primary", "12", "100.0%", "91.7%", "41.7%", "0.0%", "91.7%", "66.7%", "33.3%", "0.0%", "100.0%", "66.7%", "25.0%", "0.0%", "91.7%", "83.3%", "25.0%", "0.0%", "100.0%", "75.0%", "0.0%", "0.0%" ], [ "Henry Bloom Noble Primary School", "51", "70.6%", "60.8%", "19.6%", "0.0%", "58.8%", "52.9%", "33.3%", "15.7%", "62.7%", "49.0%", "15.7%", "2.0%", "60.8%", "39.2%", "3.9%", "0.0%", "56.9%", "39.2%", "5.9%", "0.0%" ], [ "Jurby Community School", "6", "83.3%", "50.0%", "33.3%", "0.0%", "83.3%", "33.3%", "16.7%", "0.0%", "100.0%", "33.3%", "33.3%", "0.0%", "83.3%", "66.7%", "0.0%", "0.0%", "100.0%", "66.7%", "0.0%", "0.0%" ], [ "Kewaigue School", "15", "100.0%", "93.3%", "40.0%", "13.3%", "80.0%", "60.0%", "40.0%", "13.3%", "100.0%", "80.0%", "46.7%", "13.3%", "93.3%", "93.3%", "33.3%", "20.0%", "100.0%", "60.0%", "40.0%", "0.0%" ], [ "Laxey School", "36", "100.0%", "97.2%", "63.9%", "44.4%", "86.1%", "86.1%", "55.6%", "22.2%", "97.2%", "94.4%", "44.4%", "25.0%", "91.7%", "88.9%", "41.7%", "33.3%", "100.0%", "97.2%", "58.3%", "30.6%" ], [ "Manor Park Primary", "13", "53.8%", "23.1%", "0.0%", "0.0%", "30.8%", "30.8%", "15.4%", "15.4%", "15.4%", "0.0%", "0.0%", "0.0%", "23.1%", "23.1%", "0.0%", "0.0%", "46.2%", "15.4%", "0.0%", "0.0%" ], [ "Marown Primary School", "23", "91.3%", "73.9%", "60.9%", "30.4%", "69.6%", "65.2%", "65.2%", "43.5%", "82.6%", "78.3%", "60.9%", "21.7%", "95.7%", "60.9%", "13.0%", "0.0%", "100.0%", "100.0%", "78.3%", "47.8%" ], [ "MICHAEL PRIMARY", "14", "85.7%", "57.1%", "7.1%", "0.0%", "78.6%", "50.0%", "21.4%", "0.0%", "85.7%", "42.9%", "14.3%", "0.0%", "78.6%", "35.7%", "14.3%", "0.0%", "100.0%", "57.1%", "0.0%", "0.0%" ], [ "Onchan Primary School", "48", "89.6%", "75.0%", "27.1%", "0.0%", "87.5%", "81.3%", "56.3%", "18.8%", "89.6%", "66.7%", "22.9%", "0.0%", "87.5%", "56.3%", "16.7%", "0.0%", "100.0%", "95.8%", "62.5%", "16.7%" ], [ "Peel Clothworkers’ School", "54", "100.0%", "92.6%", "64.8%", "31.5%", "85.2%", "83.3%", "53.7%", "27.8%", "90.7%", "81.5%", "50.0%", "20.4%", "92.6%", "75.9%", "46.3%", "16.7%", "100.0%", "87.0%", "59.3%", "20.4%" ], [ "Rushen Primary School", "46", "95.7%", "76.1%", "45.7%", "4.3%", "82.6%", "78.3%", "60.9%", "37.0%", "89.1%", "65.2%", "39.1%", "10.9%", "97.8%", "69.6%", "13.0%", "0.0%", "97.8%", "89.1%", "23.9%", "2.2%" ], [ "Scoill Phurt le Moirrey", "22", "100.0%", "63.6%", "13.6%", "9.1%", "90.9%", "50.0%", "9.1%", "9.1%", "90.9%", "59.1%", "18.2%", "0.0%", "100.0%", "77.3%", "9.1%", "0.0%", "95.5%", "90.9%", "0.0%", "0.0%" ], [ "Scoill Vallajeelt", "28", "67.9%", "39.3%", "0.0%", "0.0%", "57.1%", "35.7%", "25.0%", "0.0%", "64.3%", "39.3%", "7.1%", "0.0%", "89.3%", "60.7%", "17.9%", "0.0%", "100.0%", "0.0%", "0.0%", "0.0%" ], [ "Scoill yn Jubilee", "54", "92.6%", "81.5%", "16.7%", "1.9%", "87.0%", "75.9%", "42.6%", "20.4%", "94.4%", "79.6%", "24.1%", "7.4%", "90.7%", "70.4%", "29.6%", "7.4%", "94.4%", "74.1%", "18.5%", "1.9%" ], [ "St John's School", "17", "100.0%", "88.2%", "41.2%", "5.9%", "94.1%", "76.5%", "70.6%", "47.1%", "100.0%", "76.5%", "23.5%", "5.9%", "94.1%", "82.4%", "29.4%", "5.9%", "47.1%", "5.9%", "0.0%", "0.0%" ], [ "St Mary’s RC Primary School", "26", "96.2%", "69.2%", "34.6%", "0.0%", "76.9%", "65.4%", "34.6%", "23.1%", "88.5%", "73.1%", "26.9%", "0.0%", "92.3%", "65.4%", "38.5%", "3.8%", "100.0%", "76.9%", "42.3%", "0.0%" ], [ "ST Thomas’ C E School", "8", "87.5%", "75.0%", "50.0%", "25.0%", "75.0%", "50.0%", "50.0%", "37.5%", "62.5%", "50.0%", "25.0%", "0.0%", "100.0%", "50.0%", "25.0%", "0.0%", "87.5%", "62.5%", "37.5%", "0.0%" ], [ "Sulby Primary School", "19", "100.0%", "94.7%", "42.1%", "15.8%", "100.0%", "100.0%", "42.1%", "15.8%", "94.7%", "73.7%", 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"94.7%", "55.3%", "44.7%" ], [ "Ballasalla Primary school", "11", "72.7%", "72.7%", "36.4%", "36.4%", "72.7%", "72.7%", "63.6%", "45.5%", "81.8%", "63.6%", "45.5%", "36.4%", "63.6%", "63.6%", "45.5%", "45.5%", "90.9%", "72.7%", "45.5%", "45.5%" ], [ "Ballaugh Primary School", "11", "100.0%", "100.0%", "72.7%", "18.2%", "100.0%", "100.0%", "72.7%", "54.5%", "100.0%", "90.9%", "36.4%", "18.2%", "90.9%", "81.8%", "45.5%", "45.5%", "100.0%", "81.8%", "45.5%", "18.2%" ], [ "Braddan Primary School", "22", "95.5%", "81.8%", "27.3%", "0.0%", "90.9%", "77.3%", "54.5%", "27.3%", "63.6%", "36.4%", "22.7%", "13.6%", "86.4%", "72.7%", "27.3%", "13.6%", "95.5%", "90.9%", "45.5%", "13.6%" ], [ "Bunscoill Ghaelgagh", "8", "87.5%", "87.5%", "75.0%", "25.0%", "75.0%", "62.5%", "50.0%", "12.5%", "87.5%", "75.0%", "50.0%", "12.5%", "87.5%", "62.5%", "50.0%", "25.0%", "87.5%", "87.5%", "50.0%", "0.0%" ], [ "Bunscoill Rhumsaa", "70", "85.7%", "72.9%", "41.4%", "25.7%", "88.6%", "80.0%", "67.1%", "44.3%", "81.4%", "68.6%", "40.0%", "22.9%", "84.3%", "68.6%", "52.9%", "22.9%", "90.0%", "82.9%", "60.0%", "22.9%" ], [ "Cronk Y Berry School", "44", "97.7%", "81.8%", "45.5%", "11.4%", "90.9%", "79.5%", "56.8%", "15.9%", "93.2%", "77.3%", "38.6%", "11.4%", "95.5%", "84.1%", "27.3%", "15.9%", "100.0%", "93.2%", "40.9%", "9.1%" ], [ "Dhoon School", "12", "91.7%", "75.0%", "58.3%", "41.7%", "91.7%", "83.3%", "58.3%", "58.3%", "91.7%", "83.3%", "50.0%", "33.3%", "91.7%", "66.7%", "58.3%", "41.7%", "91.7%", "83.3%", "75.0%", "41.7%" ], [ "Foxdale Primary", "12", "100.0%", "91.7%", "50.0%", "25.0%", "100.0%", "83.3%", "50.0%", "33.3%", "91.7%", "66.7%", "33.3%", "8.3%", "100.0%", "50.0%", "25.0%", "25.0%", "100.0%", "100.0%", "66.7%", "8.3%" ], [ "Henry Bloom Noble Primary School", "65", "76.9%", "55.4%", "27.7%", "9.2%", "83.1%", "63.1%", "43.1%", "13.8%", "72.3%", "44.6%", "18.5%", "4.6%", "69.2%", "40.0%", "23.1%", "16.9%", "78.5%", "64.6%", "33.8%", "13.8%" ], [ "Jurby Community School", "12", "41.7%", "25.0%", "16.7%", "16.7%", "58.3%", "41.7%", "41.7%", "8.3%", "33.3%", "25.0%", "8.3%", "8.3%", "66.7%", "50.0%", "8.3%", "8.3%", "75.0%", "25.0%", "16.7%", "0.0%" ], [ "Kewaigue School", "13", "92.3%", "84.6%", "53.8%", "23.1%", "84.6%", "84.6%", "53.8%", "46.2%", "76.9%", "53.8%", "46.2%", "30.8%", "84.6%", "61.5%", "53.8%", "15.4%", "100.0%", "61.5%", "46.2%", "0.0%" ], [ "Laxey School", "23", "100.0%", "87.0%", "78.3%", "52.2%", "100.0%", "87.0%", "60.9%", "39.1%", "91.3%", "69.6%", "52.2%", "26.1%", "91.3%", "78.3%", "65.2%", "39.1%", "91.3%", "65.2%", "60.9%", "17.4%" ], [ "Manor Park Primary", "19", "68.4%", "26.3%", "0.0%", "0.0%", "68.4%", "26.3%", "5.3%", "0.0%", "26.3%", "10.5%", "5.3%", "0.0%", "26.3%", "15.8%", "0.0%", "0.0%", "31.6%", "21.1%", "0.0%", "0.0%" ], [ "Marown Primary School", "22", "100.0%", "95.5%", "68.2%", "27.3%", "100.0%", "81.8%", "59.1%", "36.4%", "100.0%", "86.4%", "40.9%", "18.2%", "95.5%", "90.9%", "63.6%", "27.3%", "100.0%", "100.0%", "81.8%", "36.4%" ], [ "MICHAEL PRIMARY", "18", "88.9%", "66.7%", "44.4%", "33.3%", "88.9%", "50.0%", "44.4%", "33.3%", "77.8%", "50.0%", "44.4%", "11.1%", "100.0%", "72.2%", "50.0%", "27.8%", "94.4%", "94.4%", "44.4%", "0.0%" ], [ "Onchan Primary School", "58", "96.6%", "91.4%", "65.5%", "46.6%", "98.3%", "89.7%", "69.0%", "50.0%", "91.4%", "77.6%", "50.0%", "29.3%", "89.7%", "86.2%", "55.2%", "27.6%", "96.6%", "96.6%", "69.0%", "27.6%" ], [ "Peel Clothworkers’ School", "75", "100.0%", "81.3%", "52.0%", "25.3%", "94.7%", "78.7%", "46.7%", "25.3%", "77.3%", "54.7%", "17.3%", "4.0%", "88.0%", "64.0%", "17.3%", "4.0%", "94.7%", "84.0%", "25.3%", "0.0%" ], [ "Rushen Primary School", "39", "84.6%", "69.2%", "56.4%", "33.3%", "89.7%", "74.4%", "56.4%", "33.3%", "82.1%", "61.5%", "41.0%", "23.1%", "82.1%", "69.2%", "56.4%", "23.1%", "87.2%", "66.7%", "46.2%", "17.9%" ], [ "Scoill Phurt le Moirrey", "27", "96.3%", "85.2%", "51.9%", "11.1%", "96.3%", "81.5%", "55.6%", "22.2%", "88.9%", "81.5%", "51.9%", "14.8%", "81.5%", "77.8%", "63.0%", "22.2%", "92.6%", "85.2%", "48.1%", "25.9%" ], [ "Scoill Vallajeelt", "26", "96.2%", "80.8%", "65.4%", "19.2%", "96.2%", "92.3%", "88.5%", "69.2%", "92.3%", "80.8%", "53.8%", "11.5%", "88.5%", "73.1%", "46.2%", "11.5%", "96.2%", "88.5%", "57.7%", "0.0%" ], [ "Scoill yn Jubilee", "54", "92.6%", "77.8%", "44.4%", "18.5%", "92.6%", "83.3%", "64.8%", "29.6%", "88.9%", "70.4%", "37.0%", "13.0%", "87.0%", "72.2%", "42.6%", "22.2%", "92.6%", "81.5%", "37.0%", "1.9%" ], [ "St John's School", "21", "85.7%", "76.2%", "57.1%", "47.6%", "81.0%", "57.1%", "47.6%", "28.6%", "61.9%", "52.4%", "38.1%", "14.3%", "71.4%", "42.9%", "28.6%", "19.0%", "85.7%", "47.6%", "19.0%", "14.3%" ], [ "St Mary’s RC Primary School", "41", "87.8%", "68.3%", "51.2%", "22.0%", "92.7%", "78.0%", "65.9%", "29.3%", "75.6%", "61.0%", "34.1%", "4.9%", "82.9%", "78.0%", "46.3%", "17.1%", "87.8%", "82.9%", "41.5%", "0.0%" ], [ "ST Thomas’ C E School", "13", "100.0%", "100.0%", "84.6%", "23.1%", "100.0%", "100.0%", "92.3%", "30.8%", "100.0%", "84.6%", "69.2%", "30.8%", "100.0%", "69.2%", "38.5%", "23.1%", "100.0%", "76.9%", "76.9%", "53.8%" ], [ "Sulby Primary School", "19", "89.5%", "89.5%", "84.2%", "47.4%", "89.5%", "89.5%", "63.2%", "47.4%", "89.5%", "78.9%", "57.9%", "26.3%", "89.5%", "84.2%", "57.9%", "36.8%", "89.5%", "89.5%", "68.4%", "47.4%" ], [ "Victoria Road Primary School", "29", "93.1%", "72.4%", "51.7%", "20.7%", "75.9%", "69.0%", "48.3%", "17.2%", "69.0%", "44.8%", "31.0%", "13.8%", "75.9%", "51.7%", "24.1%", "10.3%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Willaston Primary School", "32", "46.9%", "43.8%", "28.1%", "9.4%", "65.6%", "59.4%", "28.1%", "9.4%", "50.0%", "21.9%", "12.5%", "6.3%", "68.8%", "56.3%", "31.3%", "0.0%", "31.3%", "0.0%", "0.0%", "0.0%" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "LEA", "938", "89.2%", "75.1%", "49.0%", "24.4%", "88.4%", "75.4%", "54.9%", "30.9%", "81.1%", "61.7%", "35.9%", "15.8%", "84.2%", "66.8%", "40.1%", "20.1%", "85.4%", "73.9%", "43.2%", "14.8%" ] ], "row_count": 37, "col_count": 22 }, { "headers": [ "Key Stage 2 Summary Data for 2020", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "Speak & list", "", "", "", "Reading", "", "", "", "Writing", "", "", "", "Mathematics", "", "", "", "Science", "", "", "" ], [ "", "Pupil No.", "L4+", "L4b+", "L4a+", "L5+", "L4+", "L4b+", "L4a+", "L5+", "L4+", "L4b+", "L4a+", "L5+", "L4+", "L4b+", "L4a+", "L5+", "L4+", "L4b+", "L4a+", "L5+" ], [ "Anagh Coar Primary School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Andreas School", "12", "91.7%", "75.0%", "58.3%", "50.0%", "91.7%", "83.3%", "50.0%", "16.7%", "83.3%", "75.0%", 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"0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Foxdale Primary", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Henry Bloom Noble Primary School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Jurby Community School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Kewaigue School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" ], [ "Laxey School", "0", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%", "0.0%" 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years 2018/19 to 2020/21. The Department of Education, Sport and Culture partially disclosed the information, providing detailed grade breakdowns for Ballakermeen High School for 2020 and 2021, while withholding data for other schools or years.", "key_facts": [ "The request covered Level 3 qualifications for Year 18 pupils from all five island high schools.", "The response outcome was 'Some information sent but part exempt'.", "Detailed data was provided for Ballakermeen High School for the years 2020 and 2021.", "The data includes subject entries and grade distributions (A* to U) for A-Levels and BTECs.", "The response contained 19 pages and 10 documents." ], "data_mentioned": [ "2022-01-27", "2022-02-23", "2018/19", "2019/20", "2020/21", "19 pages", "10 documents", "45 A* grades (Ballakermeen 2021 total)", "69 A grades (Ballakermeen 2021 total)", "23 A* grades (Ballakermeen 2020 total)", "61 A grades (Ballakermeen 2020 total)" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "Details", "", "", "", 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"", "", "", "" ], [ "", "Agriculture BTEC Double", "", "2", "", "", "2", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "Health and Social Care", "", "6", "", "", "2", "", "", "1", "", "", "", "", "", "3", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "Music BTEC Performing", "", "2", "", "", "1", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "1", "", "", "", "", "", "", "" ], [ "", "Sport BTEC Double", "", "6", "", "", "2", "", "", "2", "", "", "", "", "", "2", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "Sport BTEC Single", "", "1", "", "", "", "", "", "", "", "", "", "", "", "1", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "A*", "", "", "A", "", "", "B", "", "", "C", "", "", "D", "", "", "E", "", "", "", "", "", "" ], [ "", "Mathematical Studies", "", "6", "", "", "", "", "", "2", "", "", "2", "", "", "", "", "", "", "", "", "2", "", "", "", "", "", "", "" ] ], "row_count": 34, "col_count": 29 } ] }, { "case_id": 2223577, "title": "Number of students in HE studying off island", "authority": "Department of Education, Sport and Culture", "date_received": "2022-01-31", "outcome": "Some information sent but not all held", "summary": "A request was made for the number of higher education students studying off-island over the past 10 years, specifically distinguishing between UK and international locations. The Department of Education, Sport and Culture disclosed figures for the last six years only, noting that data could not be broken down by location and excluded unfunded students.", "key_facts": [ "The Department only retains student records for six years following the end of studies.", "The provided figures only include students who received financial support from the Department.", "The Department cannot distinguish between students studying in the UK versus overseas.", "Data for the requested 10-year period was not fully available due to retention policies.", "The request was received on 31 January 2022 and responded to on 8 March 2022." ], "data_mentioned": [ "2016-2017: 912 students", "2017-2018: 924 students", "2018-2019: 949 students", "2019-2020: 999 students", "2020-2021: 1019 students", "2021-2022: 943 students", "Case ID: 2223577", "Date received: 2022-01-31", "Outcome date: 2022-03-09" ], "exemptions_cited": [ "Information not held due to Department retention schedule (6 years)" ], "tables": [ { "headers": [ "Academic Year", "Number of students studying in Off Island Institutions" ], "rows": [ [ "2016-2017", "912" ], [ "2017-2018", "924" ], [ "2018-2019", "949" ], [ "2019-2020", "999" ], [ "2020-2021", "1019" ], [ "2021-2022", "943" ] ], "row_count": 6, "col_count": 2 } ] }, { "case_id": 2241605, "title": "Teacher absence due to mental health", "authority": "Department of Education, Sport and Culture", "date_received": "2022-02-08", "outcome": "All information sent", "summary": "A request was made for teacher absence days due to mental health from 2018-19 to the present, but the authority disclosed data with limitations regarding catering staff inclusion and school types. The response provided specific absence figures for primary and secondary schools, noting structural changes in data recording after June 2021.", "key_facts": [ "The data covers primary and secondary schools only, excluding other staff categories due to reporting limitations.", "Data recorded prior to June 2021 includes catering staff, whereas data post-June 2021 excludes them due to a structure change.", "The figures include personal, work-related, and unclassified absences related to mental health.", "The request was received on 8th February 2022 and the response was issued on 7th March 2022.", "The most recent data provided covers the period from 1st September 2021 to 31st December 2021." ], "data_mentioned": [ "2313", "2499.5", "3501.5", "1610", "2018-2019", "2019-2020", "2020-2021", "01/09/2021", "31/12/2021", "June 2021", "2241605" ], "exemptions_cited": [], "tables": [ { "headers": [ "Academic Year", "Staff absence due to mental ill health (in days)" ], "rows": [ [ "2018-2019", "2313" ], [ "2019-2020", "2499.5" ], [ "2020-2021", "3501.5" ], [ "2021 – Present (01/09/2021-\n31/12/2021)", "1610" ] ], "row_count": 4, "col_count": 2 } ] }, { "case_id": 2271221, "title": "School Funding", "authority": "Department of Education, Sport and Culture", "date_received": "2022-02-16", "outcome": "Some information sent but not all held", "summary": "The request sought per-pupil funding figures for primary and secondary schools and for home-educated children on the Isle of Man. The authority disclosed 2021/22 funding data for 36 schools but confirmed that no funding is provided for home-educated children.", "key_facts": [ "Funding per pupil varies significantly between schools due to fixed costs like premises and maintenance.", "The disclosed figures represent the academic year 2021/2022.", "Special Educational Needs (SEN) funding is excluded from the per-pupil figures as it varies by school.", "The Department of Education, Sport and Culture does not hold information on funding for home-educated children because none is provided.", "Bunscoill Ghaelgagh received the highest primary funding per pupil at £7,829, while Laxey received the lowest at £3,324." ], "data_mentioned": [ "2021/22", "£5,673", "£6,503", "£3,896", "£7,829", "£3,324", "£5,139", "£6,022", "2022-02-16", "2022-03-15", "2271221" ], "exemptions_cited": [], "tables": [ { "headers": [ "Primary/\nSecondary", "School", "21/22\nFunding Per\nPupil £" ], "rows": [ [ "Primary", "Anagh Coar", "5,673" ], [ "Primary", "Andreas", "6,503" ], [ "Primary", "Arbory", "3,896" ], [ "Primary", "Ashley Hill", "4,165" ], [ "Primary", "Ballacottier", "4,181" ], [ "Primary", "Ballasalla", "4,864" ], [ "Primary", "Ballaugh", "7,123" ], [ "Primary", "Braddan", "4,921" ], [ "Primary", "Bunscoill Ghaelgagh", "7,829" ], [ "Primary", "Bunscoill Rhumsaa", "4,059" ], [ "Primary", "Cronk Y Berry", "4,254" ], [ "Primary", "Dhoon", "4,934" ], [ "Primary", "Foxdale", "5,499" ], [ "Primary", "Henry Bloom Noble", "3,573" ], [ "Primary", "Jurby", "7,102" ], [ "Primary", "Kewaigue", "4,902" ], [ "Primary", "Laxey", "3,324" ], [ "Primary", "Manor Park", "6,411" ], [ "Primary", "Marown", "4,366" ], [ "Primary", "Michael", "4,935" ], [ "Primary", "Onchan", "3,464" ], [ "Primary", "Peel Clothworkers", "3,634" ], [ "Primary", "Phurt Le Moirrey", "4,144" ], [ "Primary", "Rushen", "3,829" ], [ "Primary", "Scoill yn Jubilee", "4,099" ], [ "Primary", "St Johns", "5,709" ], [ "Primary", "St Marys", "4,118" ], [ "Primary", "St Thomas", "6,025" ], [ "Primary", "Sulby", "3,896" ], [ "Primary", "Vallajeelt", "4,212" ], [ "Primary", "Victoria Rd", "3,912" ], [ "Primary", "Willaston", "4,994" ], [ "Secondary", "Ballakermeen", "5,139" ], [ "Secondary", "Castle Rushen", "5,898" ], [ "Secondary", "Queen Elizabeth II", "5,618" ], [ "Secondary", "Ramsey Grammar", "5,673" ], [ "Secondary", "St Ninians", "6,022" ] ], "row_count": 37, "col_count": 3 } ] }, { "case_id": 2285681, "title": "Primary School Curriculum Attainment Level Descriptors", "authority": "Department of Education, Sport and Culture", "date_received": "2022-02-21", "outcome": "All information sent", "summary": "The request sought definitions and attainment level descriptors for core primary school subjects in the Isle of Man, specifically focusing on P levels and year group standards. The Department of Education, Sport and Culture disclosed all requested information, providing detailed descriptors for Geometry and Statistics across Year 1 and Year 2.", "key_facts": [ "The response covers attainment levels for core subjects including Speaking & Listening, Reading, Writing, Mathematics, and Science.", "Mathematics descriptors are categorized into Reasoning, Fluency, and Problem Solving strands.", "Performance levels are defined as Developing, Expected, and Greater Depth.", "Geometry and Statistics are assessed as separate areas within the curriculum.", "Year 1 Statistics had no specific statements provided in the disclosed documents." ], "data_mentioned": [ "2022-02-21", "2022-03-16", "24", "5", "Year 1", "Year 2", "1a", "2c", "2b", "2a", "1B", "2B", "2A" ], "exemptions_cited": [], "tables": [ { "headers": [ "TMU - Geometry Year 1", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "N.B. Geometry and Statistics are\ntwo different areas and are\nassessed separately", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Shape", "", "", "", "", "", "", "", "", "", "" ], [ "Recognise, name, sort and describe common 2D shapes\nincluding rectangles, squares, circles and triangles.", "1a", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B" ], [ "Recognise, name and describe common 3D shapes including\ncuboids, cubes, pyramids and spheres.", "2c", "", "", "", "", "", "", "", "", "" ], [ "Position and Direction", "", "", "", "", "", "", "", "", "", "" ], [ "Describe position, direction and movement including whole,\nhalf and quarter turns", "2c", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B" ], [ "TMU - Statistics Year 1", "", "", "", "", "", "", "", "", "", "" ], [ "No Statements for this Year Group", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 11, "col_count": 11 }, { "headers": [ "TMU - Geometry Year 2", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "N.B. Geometry and Statistics are\ntwo different areas and are\nassessed separately", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Shape", "", "", "", "", "", "", "", "", "", "" ], [ "Sort, identify and describe the properties of 2D shapes\nincluding the number of sides and line symmetry in a vertical\nline.", "2c", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a" ], [ "Identify and describe the properties of 3D shapes including the\nnumber of edges, vertices and faces.", "2b", "", "", "", "", "", "", "", "", "" ], [ "Identify 2D shapes on the surface of 3D shapes.", "2b", "", "", "", "", "", "", "", "", "" ], [ "Compare and sort common 2D and 3D shapes and everyday\nobjects.", "2a", "", "", "", "", "", "", "", "", "" ], [ "Position and Direction", "", "", "", "", "", "", "", "", "", "" ], [ "Use mathematical vocabulary to describe position, direction\nand movement including movement in a straight line and\ndistinguishing between rotation as a turn and in terms of right\nangles for quarter, half and three quarter turns clockwise and\nanti clockwise.", "2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a" ], [ "TMU - Statistics Year 2", "", "", "", "", "", "", "", "", "", "" ], [ "Ask and answer questions about totaling and comparing\ncategorical data.", "2c", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a" ], [ "Ask and answer questions by counting the number of objects in\neach category and sorting the categories by quantity.", "2b", "", "", "", "", "", "", "", "", "" ], [ "Interpret and construct simple pictograms, tally charts, block\ndiagrams and simple tables.", "2a", "", "", "", "", "", "", "", "", "" ] ], "row_count": 15, "col_count": 11 }, { "headers": [ "TMU - Geometry Year 3", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "N.B. Geometry and Statistics are\ntwo different areas and are\nassessed separately", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Shape", "", "", "", "", "", "", "", "", "", "" ], [ "Recognise angles as a property of shape or a description of a\nturn.", "3c", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B" ], [ "Identify right angles. Recognise that two right angles make a\nhalf turn, three = three questers, and four = complete turn.", "3b", "", "", "", "", "", "", "", "", "" ], [ "Identify whether angles are > or < a right angle", "3b", "", "", "", "", "", "", "", "", "" ], [ "Identify horizontal and vertical lines.", "2a", "", "", "", "", "", "", "", "", "" ], [ "Identify pairs of parallel and perpendicular lines", "4b", "", "", "", "", "", "", "", "", "" ], [ "Draw 2D shapes", "3c", "", "", "", "", "", "", "", "", "" ], [ "Make 3D shapes using modelling materials", "3c", "", "", "", "", "", "", "", "", "" ], [ "Recognise and describe 3D shapes in different orientations.", "3c", "", "", "", "", "", "", "", "", "" ], [ "Position and Direction", "", "", "", "", "", "", "", "", "", "" ], [ "No Statements for this Year Group", "", "", "", "", "", "", "", "", "", "" ], [ "TMU - Statistics Year 3", "", "", "", "", "", "", "", "", "", "" ], [ "Interpret and present data using bar charts, pictograms and\ntables", "3b", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B" ], [ "Solve one-step and two-step questions (How many more? How\nmany fewer?) using information presented in scaled bar charts,\npictograms and tables", "3b", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 19, "col_count": 11 }, { "headers": [ "TMU - Geometry Year 4", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "N.B. Geometry and Statistics are\ntwo different areas and are\nassessed separately", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Shape", "", "", "", "", "", "", "", "", "", "" ], [ "Identify acute and obtuse and reflex angles and compare and\norder angles up to two right angles by size.", "3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a" ], [ "Name, compare and classify geometric shapes, including\nquadrilaterals and triangles, based on their properties and\nsizes.", "3a", "", "", "", "", "", "", "", "", "" ], [ "Identify lines of symmetry in 2-D shapes presented in different\norientations.", "3b", "", "", "", "", "", "", "", "", "" ], [ "Complete a simple symmetric figure with respect to a specific\nline of symmetry.", "4c", "", "", "", "", "", "", "", "", "" ], [ "Position and Direction", "", "", "", "", "", "", "", "", "", "" ], [ "Describe positions on a 2-D grid as coordinates in the first\nquadrant.", "", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a" ], [ "Plot specified points and draw sides to complete a given\npolygon.", "", "", "", "", "", "", "", "", "", "" ], [ "Describe movements between positions as translations of a\ngiven unit to the left/ right and up/ down.", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "" ], [ "TMU - Statistics Year 4", "", "", "", "", "", "", "", "", "", "" ], [ "Interpret and present discrete and continuous data using\nappropriate graphical methods, including bar charts and time\ngraphs", "3b", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a" ], [ "Solve comparison, sum and difference problems using\ninformation presented in bar charts, pictograms, tables and\nother graphs", "3a", "", "", "", "", "", "", "", "", "" ] ], "row_count": 17, "col_count": 11 }, { "headers": [ "TMU - Geometry Year 5", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "N.B. Geometry and Statistics are\ntwo different areas and are\nassessed separately", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Shape", "", "", "", "", "", "", "", "", "", "" ], [ "Identify properties of the faces, surfaces, edges\nand vertices of 3D shapes", "4c", "Developing:\n<= 3b", "Expected\n3A/4C", "Greater\nDepth >=4B", "Developing:\n<= 3B", "Expected\n3A/4C", "Greater\nDepth >=4B", "Developing:\n<= 3B", "Expected\n3A/4C", "Greater\nDepth >=3B" ], [ "Identify and name polygons and determine\nregularity", "3a", "", "", "", "", "", "", "", "", "" ], [ "Use a protractor", "4c", "", "", "", "", "", "", "", "", "" ], [ "Identify, draw, measure, estimate and compare\nacute, obtuse and straight line angles", "4a", "", "", "", "", "", "", "", "", "" ], [ "Identify, describe & represent the position of a\nshape following reflection", "4b", "", "", "", "", "", "", "", "", "" ], [ "Position and Direction", "", "", "", "", "", "", "", "", "", "" ], [ "No Statements for this Year Group", "", "", "", "", "", "", "", "", "", "" ], [ "TMU - Statistics Year 5", "", "", "", "", "", "", "", "", "", "" ], [ "Solve comparison, sum and difference problems using\ninformation presented in a line graph", "3a", "Developing:\n<= 3b", "Expected\n3A/4C", "Greater\nDepth >=4B", "Developing:\n<= 3B", "Expected\n3A/4C", "Greater\nDepth >=4B", "Developing:\n<= 3B", "Expected\n3A/4C", "Greater\nDepth >=3B" ], [ "Complete, read and interpret information in timetables, charts,\npictograms with split pictures and line graphs", "4c", "", "", "", "", "", "", "", "", "" ] ], "row_count": 15, "col_count": 11 }, { "headers": [ "TMU - Geometry Year 6", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "N.B. Geometry and Statistics are\ntwo different areas and are\nassessed separately", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Shape", "", "", "", "", "", "", "", "", "", "" ], [ "Compare and classify geometric shapes based on their\nproperties and sizes", "4a", "Developing\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a", "Developing:\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a", "Developing\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a" ], [ "Describe and build 3D shapes", "4b", "", "", "", "", "", "", "", "", "" ], [ "Identify 3D shapes from 2D representations", "4b", "", "", "", "", "", "", "", "", "" ], [ "Illustrate and name parts of circles, including radius, diameter\nand circumference and know that the diameter is twice the\nradius", "4a", "", "", "", "", "", "", "", "", "" ], [ "Identify and describe perpendicular and parallel lines", "4b", "", "", "", "", "", "", "", "", "" ], [ "Recognise angles that are on a straight line.", "5c", "", "", "", "", "", "", "", "", "" ], [ "Find unknown angles in any triangles", "5c", "", "", "", "", "", "", "", "", "" ], [ "Describe positions on the full coordinate grid (all four\nquadrants)", "5c", "", "", "", "", "", "", "", "", "" ], [ "Reflections in all four quadrants", "5c", "", "", "", "", "", "", "", "", "" ], [ "Position and Direction", "", "", "", "", "", "", "", "", "", "" ], [ "No Statements for this Year Group", "", "", "", "", "", "", "", "", "", "" ], [ "TMU - Statistics Year 6", "", "", "", "", "", "", "", "", "", "" ], [ "Interpret pie charts, bar charts and line graphs and use these\nto solve problems", "", "Developing\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a", "Developing:\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a", "Developing\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a" ], [ "Calculate the mode from a pie chart and bar chart", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 19, "col_count": 11 }, { "headers": [ "TMU - Measure Year 1", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "An overall level for ‘Concept’, ‘Reasoning’,\n‘Fluency’ and problem solving should be identified\nfor each child. There is no need to produce a\nseparate level for each concept i.e. Taking all the\ndifferent concepts into account a best fit of\nGreater Depth might be given for ‘Concept’ and\n‘Fluency’ a level of Expected for ‘Reasoning’ and\na level of Developing for ‘Problem solving’.", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Time", "", "", "", "", "", "", "", "", "", "" ], [ "Sequence events in chronological order using the language,\nbefore, after, next, first, today, yesterday, tomorrow, morning,\nafternoon and evening.", "1a", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B" ], [ "Measure and begin to record time in hours, minutes and\nseconds and use language of quicker, slower, earlier, later.", "2c", "", "", "", "", "", "", "", "", "" ], [ "Tell the time to the hour and half hour and draw hands on a\nclock face to show these times.", "2a", "", "", "", "", "", "", "", "", "" ], [ "Length, Height, Area and Permieter", "", "", "", "", "", "", "", "", "", "" ], [ "Measure and begin to record lengths and heights.", "1a", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B" ], [ "Compare, describe and solve practical problems for lengths and\nheights - long/short, longer/shorter, tall/short, double/half", "1a", "", "", "", "", "", "", "", "", "" ], [ "Weight, Capacity, Mass and Temperature", "", "", "", "", "", "", "", "", "", "" ], [ "Measure and begin to record mass/weight.", "1a", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B" ], [ "Compare, describe and solve practical problems for mass and\nweight - heavy/light, heavier than/lighter than.", "1a", "", "", "", "", "", "", "", "", "" ], [ "Measure and begin to record capacity and volume.", "2c", "", "", "", "", "", "", "", "", "" ], [ "Compare, describe and solve practical problems for capacity\nand volume - full/empty, more than/less than, full,/half full,/\nquarter full", "2b", "", "", "", "", "", "", "", "", "" ], [ "Converting Units", "", "", "", "", "", "", "", "", "", "" ], [ "No Statements for this Year Group", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 18, "col_count": 11 }, { "headers": [ "TMU - Measure Year 2", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "An overall level for ‘Concept’, ‘Reasoning’,\n‘Fluency’ and problem solving should be identified\nfor each child. There is no need to produce a\nseparate level for each concept i.e. Taking all the\ndifferent concepts into account a best fit of\nGreater Depth might be given for ‘Concept’ and\n‘Fluency’ a level of Expected for ‘Reasoning’ and\na level of Developing for ‘Problem solving’.", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Time", "", "", "", "", "", "", "", "", "", "" ], [ "Recognise and use language relating to dates, including days of\nthe week, weeks, months and years. (From Y1 Curric)", "2b", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2C", "Expected\n2B", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2B", "Greater\nDepth >=2a" ], [ "Know the number of minutes in an hour and the number of\nhours in a day.", "3c", "", "", "", "", "", "", "", "", "" ], [ "Compare and sequence intervals of time.", "2b", "", "", "", "", "", "", "", "", "" ], [ "Tell and write the time to five minutes, including quarter past\nand quarter to the hour and draw the hands on a clock face to\nshow these times.", "3b", "", "", "", "", "", "", "", "", "" ], [ "Length, Height, Area and Permieter", "", "", "", "", "", "", "", "", "", "" ], [ "Choose and use appropriate standard units to estimate and\nmeasure length and height in any direction (m/cm) to the\nnearest appropriate unit using suitable equipment.", "2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2C", "Expected\n2B", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2B", "Greater\nDepth >=2a" ], [ "Compares and order lengths and heights and record the results\nusing < , > and =.", "2b", "", "", "", "", "", "", "", "", "" ], [ "Weight, Capacity, Mass and Temperature", "", "", "", "", "", "", "", "", "", "" ], [ "Choose and use appropriate standard units to estimate and\nmeasure mass (g/kg), capacity (ml/l) and temperature (C) to\nthe nearest appropriate unit using suitable equipment.", "3c", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2C", "Expected\n2B", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2B", "Greater\nDepth >=2a" ], [ "Compare and order masses, capacities and temperatures and\nrecord the results using <, > and =.", "2b", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "" ], [ "Converting Units", "", "", "", "", "", "", "", "", "", "" ], [ "No Statements for this Year Group", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 18, "col_count": 11 }, { "headers": [ "TMU - Measure Year 3", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "An overall level for ‘Concept’, ‘Reasoning’,\n‘Fluency’ and problem solving should be identified\nfor each child. There is no need to produce a\nseparate level for each concept i.e. Taking all the\ndifferent concepts into account a best fit of\nGreater Depth might be given for ‘Concept’ and\n‘Fluency’ a level of Expected for ‘Reasoning’ and\na level of Developing for ‘Problem solving’.", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Time", "", "", "", "", "", "", "", "", "", "" ], [ "Tell and write the time from an analogue clock, including using\nRoman numerals I - XII, 12 hour clock and 24 hour clock", "3a", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B" ], [ "Estimate and read time to the nearest minute", "3a", "", "", "", "", "", "", "", "", "" ], [ "Record and compare time in terms of seconds, minutes and\nhours", "3c", "", "", "", "", "", "", "", "", "" ], [ "Use vocabulary such as ‘o’clock, a.m, p.m, morning, afternoon,\nnoon and midnight", "2a", "", "", "", "", "", "", "", "", "" ], [ "Know the number of seconds in a minute, days in a month,\nyear and leap year", "3b", "", "", "", "", "", "", "", "", "" ], [ "Compare durations of events.", "3c", "", "", "", "", "", "", "", "", "" ], [ "Length, Height, Area and Permieter", "", "", "", "", "", "", "", "", "", "" ], [ "Measure, compare, add and subtract:\nLengths (m/cm/mm)", "3c", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B" ], [ "Measure perimeter of simple 2D shapes", "3c", "", "", "", "", "", "", "", "", "" ], [ "Weight, Capacity, Mass and Temperature", "", "", "", "", "", "", "", "", "", "" ], [ "Measure, compare, add and subtract: Mass (Kg/g) Volume/\nCapacity (l/ml)", "", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B" ], [ "Converting Units", "", "", "", "", "", "", "", "", "", "" ], [ "No Statements for this Year Group", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 18, "col_count": 11 }, { "headers": [ "TMU - Measure Year 4", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "An overall level for ‘Concept’, ‘Reasoning’,\n‘Fluency’ and problem solving should be identified\nfor each child. There is no need to produce a\nseparate level for each concept i.e. Taking all the\ndifferent concepts into account a best fit of\nGreater Depth might be given for ‘Concept’ and\n‘Fluency’ a level of Expected for ‘Reasoning’ and\na level of Developing for ‘Problem solving’.", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Time", "", "", "", "", "", "", "", "", "", "" ], [ "Convert between different units of measure [for example,\nkilometre to metre; hour to minute]", "3a", "Developing:\n<= 3C", "Expected\n3B", "Greater\nDepth >=3A", "Developing:\n<= 3C", "Expected\n3B", "Greater\nDepth >=3A", "Developing:\n<= 3C", "Expected\n3B", "Greater\nDepth >=3A" ], [ "Read, write and convert time between analogue and digital 12-\nand 24-hour clocks.", "4c", "", "", "", "", "", "", "", "", "" ], [ "Solve problems involving converting from hours to minutes;\nminutes to seconds; years to months; weeks to days.", "4b", "", "", "", "", "", "", "", "", "" ], [ "Length, Height, Area and Permieter", "", "", "", "", "", "", "", "", "", "" ], [ "Find the area of rectilinear shapes by counting squares.", "3c", "Developing:\n<= 3C", "Expected\n3B", "Greater\nDepth >=3A", "Developing:\n<= 3C", "Expected\n3B", "Greater\nDepth >=3A", "Developing:\n<= 3C", "Expected\n3B", "Greater\nDepth >=3A" ], [ "Measure and calculate the perimeter of a rectilinear figure\n(including squares) in centimetres and metres", "3b", "", "", "", "", "", "", "", "", "" ], [ "Convert between different units of measure [for example,\nkilometre to metre]", "3b", "", "", "", "", "", "", "", "", "" ], [ "Weight, Capacity, Mass and Temperature", "", "", "", "", "", "", "", "", "", "" ], [ "No Statements for this Year Group", "", "", "", "", "", "", "", "", "", "" ], [ "Converting Units", "", "", "", "", "", "", "", "", "", "" ], [ "No Statements for this Year Group", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 16, "col_count": 11 }, { "headers": [ "TMU - Measure Year 5", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "An overall level for ‘Concept’, ‘Reasoning’,\n‘Fluency’ and problem solving should be identified\nfor each child. There is no need to produce a\nseparate level for each concept i.e. Taking all the\ndifferent concepts into account a best fit of\nGreater Depth might be given for ‘Concept’ and\n‘Fluency’ a level of Expected for ‘Reasoning’ and\na level of Developing for ‘Problem solving’.", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Time", "", "", "", "", "", "", "", "", "", "" ], [ "No Statements for this Year Group", "", "", "", "", "", "", "", "", "", "" ], [ "Length, Height, Area and Permieter", "", "", "", "", "", "", "", "", "", "" ], [ "Measure and calculate the perimeter of composite rectilinear\nshapes in km m cm mm including determining missing lengths", "4b", "Developing:\n<= 3b", "Expected\n3a/4c", "Greater\nDepth >=4b", "Developing:\n<= 3b", "Expected\n3A/4C", "Greater\nDepth >=4B", "Developing:\n<= 3B", "Expected\n3A/4C", "Greater\nDepth >=4B" ], [ "Estimate the area of irregular shapes", "3a", "", "", "", "", "", "", "", "", "" ], [ "Use simple formula to calculate and compare the area of\nrectangles and use the correct notation", "4b", "", "", "", "", "", "", "", "", "" ], [ "Estimate and measure volume and capacity", "4c", "", "", "", "", "", "", "", "", "" ], [ "Weight, Capacity, Mass and Temperature", "", "", "", "", "", "", "", "", "", "" ], [ "No Statements for this Year Group", "", "", "", "", "", "", "", "", "", "" ], [ "Converting Units", "", "", "", "", "", "", "", "", "", "" ], [ "Convert between different units of metric measure & time", "4c", "Developing:\n<= 3b", "Expected\n3a/4c", "Greater\nDepth >=4b", "Developing:\n<= 3B", "Expected\n3A/4C", "Greater\nDepth >=4B", "Developing:\n<= 3B", "Expected\n3A/4C", "Greater\nDepth >=4B" ] ], "row_count": 15, "col_count": 11 }, { "headers": [ "TMU - Measure Year 6", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "An overall level for ‘Concept’, ‘Reasoning’,\n‘Fluency’ and problem solving should be identified\nfor each child. There is no need to produce a\nseparate level for each concept i.e. Taking all the\ndifferent concepts into account a best fit of\nGreater Depth might be given for ‘Concept’ and\n‘Fluency’ a level of Expected for ‘Reasoning’ and\na level of Developing for ‘Problem solving’.", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Time", "", "", "", "", "", "", "", "", "", "" ], [ "Understand different time zones around the world", "4b", "Developing\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a", "Developing:\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a", "Developing\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a" ], [ "Solve problems involving the 12 and 24 hr clock", "4b", "", "", "", "", "", "", "", "", "" ], [ "Use read, write and convert between standard units of time\nfrom a smaller unit to a larger unit and vice versa, using\ndecimal notation to 2dp.", "5c", "", "", "", "", "", "", "", "", "" ], [ "Length, Height, Area and Permieter", "", "", "", "", "", "", "", "", "", "" ], [ "Recognise that shapes with the same areas can have different\nperimeters and vice versa.", "4a", "Developing\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a", "Developing:\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a", "Developing\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a" ], [ "Recognise and use formulae for area and volume of shapes.", "5c", "", "", "", "", "", "", "", "", "" ], [ "Calculate the area of composite shapes (rectilinear)", "5b", "", "", "", "", "", "", "", "", "" ], [ "Calculate the area of triangles.", "5c", "", "", "", "", "", "", "", "", "" ], [ "Use simple formulae to calculate, estimate and compare\nvolume of cubes and cuboids using standard units, including\ncm3, m3 and extending to other units (mm3, km3)", "5c", "", "", "", "", "", "", "", "", "" ], [ "Weight, Capacity, Mass and Temperature", "", "", "", "", "", "", "", "", "", "" ], [ "No Statements for this Year Group", "", "", "", "", "", "", "", "", "", "" ], [ "Converting Units", "", "", "", "", "", "", "", "", "", "" ], [ "Use, read, write and convert between standard units,\nconverting measurements of length, mass, and volume from a\nsmaller unit of measure to a larger unit, and vice versa, using\ndecimal notation to up to 3dp.", "4b", "Developing\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a", "Developing:\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a", "Developing\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a" ], [ "Understand and use approximate equivalences between metric\nand common imperial units.", "5a", "", "", "", "", "", "", "", "", "" ], [ "Convert between miles and kilometres.", "4a", "", "", "", "", "", "", "", "", "" ] ], "row_count": 20, "col_count": 11 }, { "headers": [ "TMU - Number Year 1", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "An overall level for ‘Concept’, ‘Reasoning’,\n‘Fluency’ and problem solving should be identified\nfor each child. There is no need to produce a\nseparate level for each concept i.e. Taking all the\ndifferent concepts into account a best fit of\nGreater Depth might be given for ‘Concept’ and\n‘Fluency’ a level of Expected for ‘Reasoning’ and\na level of Developing for ‘Problem solving’.", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Place Value", "", "", "", "", "", "", "", "", "", "" ], [ "Count, Read and write numbers from 0-20 in numerals and\nwords.", "1B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B" ], [ "Identify and represent numbers using objects and pictorial\nrepresentations including the number line and use the\nlanguage of equal to, more than, less than, most, least.", "1A", "", "", "", "", "", "", "", "", "" ], [ "Given a number, add one more or one less", "", "", "", "", "", "", "", "", "", "" ], [ "Count, read and write numbers to 50 in numerals", "", "", "", "", "", "", "", "", "", "" ], [ "Count, read and write numbers to 100 in numerals", "2c", "", "", "", "", "", "", "", "", "" ], [ "Count to and across 100 forwards and backwards beginning\nfrom any given number.", "2b", "", "", "", "", "", "", "", "", "" ], [ "Count in multiples of 2s, 5s and 10s", "2a", "", "", "", "", "", "", "", "", "" ], [ "Addition and Subtraction", "", "", "", "", "", "", "", "", "", "" ], [ "Given a number identify one more and one less.", "1b", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B" ], [ "Read, write and interpret mathematical statements involving\naddition (+), subtraction (-) and the equals (=) signs.", "1a", "", "", "", "", "", "", "", "", "" ], [ "Add and subtract one-digit and two-digit numbers to 20,\nincluding zero.", "1a", "", "", "", "", "", "", "", "", "" ], [ "Represent and use number bonds and related subtraction facts\nwithin 20", "2c", "", "", "", "", "", "", "", "", "" ], [ "Multiplication and Division", "", "", "", "", "", "", "", "", "", "" ], [ "No Concepts for this Year Group", "", "", "", "", "", "", "", "", "", "" ], [ "Fractions, Decimals and Percentages", "", "", "", "", "", "", "", "", "", "" ], [ "Recognise, find and name a half as one of 2 equal parts of an\nobject, shape or quantity.", "2c", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B" ], [ "Recognise, find and name a quarter as one of 4 equal parts of\nan object, shape or quantity.", "2b", "", "", "", "", "", "", "", "", "" ], [ "Money", "", "", "", "", "", "", "", "", "", "" ], [ "Recognise and know the value of different denominations of\ncoins and notes.", "1a", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B", "Developing:\n<= 1B", "Expected\n1A/2C", "Greater\nDepth >=2B" ] ], "row_count": 24, "col_count": 11 }, { "headers": [ "TMU - Number Year 2", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "An overall level for ‘Concept’, ‘Reasoning’,\n‘Fluency’ and problem solving should be identified\nfor each child. There is no need to produce a\nseparate level for each concept i.e. Taking all the\ndifferent concepts into account a best fit of\nGreater Depth might be given for ‘Concept’ and\n‘Fluency’ a level of Expected for ‘Reasoning’ and\na level of Developing for ‘Problem solving’.", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Place Value", "", "", "", "", "", "", "", "", "", "" ], [ "Read and write numbers to at least 100 in numerals and words.", "2C", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a" ], [ "Compare and order numbers from 0 up to 100; use <, > and = signs.", "2b", "", "", "", "", "", "", "", "", "" ], [ "Recognise the place value of each digit in a 2 digit number.", "2b", "", "", "", "", "", "", "", "", "" ], [ "Partition two digit numbers in multiple ways including into multiples of\n10s and 1s", "2b", "", "", "", "", "", "", "", "", "" ], [ "Use place value and number facts to solve problems.", "2A", "", "", "", "", "", "", "", "", "" ], [ "Identify, represent and estimate numbers using different representations\nincluding the number line.", "2a", "", "", "", "", "", "", "", "", "" ], [ "Count in steps of 2, 3 and 5 from 0, and in tens from any number,\nforward and backward.", "3c", "", "", "", "", "", "", "", "", "" ], [ "Addition and Subtraction", "", "", "", "", "", "", "", "", "", "" ], [ "Show that addition of two numbers can be done in any order\n(commutative) and subtraction of one number from another cannot.\nRecording using informal methods.", "2b", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a" ], [ "Add and subtract numbers using concrete objects, pictorial\nrepresentations and mentally including:\nA two digit number and ones, A two digit number and tens, Two digit\nnumbers, Three one digit numbers", "2a", "", "", "", "", "", "", "", "", "" ], [ "Recognise and use the inverse relationship between addition and\nsubtraction and use this to check calculations and solve missing number\nproblems.", "2a", "", "", "", "", "", "", "", "", "" ], [ "Recall and use addition and subtraction facts up to 20 and derive and\nuse related facts up to 100.", "3c", "", "", "", "", "", "", "", "", "" ], [ "Multiplication and Division", "", "", "", "", "", "", "", "", "", "" ], [ "Recall and use multiplication and division facts for the 2, 5 and 10\nmultiplication tables, including recognising odd and even numbers.", "2A", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a" ], [ "Calculate mathematical statements for multiplication and division within\nthe multiplication tables and write them using multiplication, division\nand equals signs.", "2A", "", "", "", "", "", "", "", "", "" ], [ "Show that multiplication of 2 numbers can be done in any order\n(commutative and division of one number by another cannot.", "3C", "", "", "", "", "", "", "", "", "" ], [ "Fractions, Decimals and Percentages", "", "", "", "", "", "", "", "", "", "" ], [ "Recognise, find, name and write fractions 1/2, 1/4, 2/4, and 3/4 of a\nlength, set of objects, shape, or quantity.", "3c", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a" ], [ "Write simple fractions for example 1/2 of 6 is 3 and recognise the\nequivalence of 2/4 and 1/2.", "2b", "", "", "", "", "", "", "", "", "" ], [ "Money", "", "", "", "", "", "", "", "", "", "" ], [ "Find different combinations of coins that equal the same amount of\nmoney.", "2B", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a", "Developing:\n<= 2c", "Expected\n2b", "Greater\nDepth >=2a" ], [ "Recognise and use symbols for pounds (£) and pence (p) and combine\namounts to make a particular value.", "2A", "", "", "", "", "", "", "", "", "" ] ], "row_count": 27, "col_count": 11 }, { "headers": [ "TMU - Number Year 3", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old\n7\nStr\nand\ns\nLev\nel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’\nand problem solving should be identified for each\nchild. There is no need to produce a separate level for\neach concept i.e. Taking all the different concepts into\naccount a best fit of Greater Depth might be given for\n‘Concept’ and ‘Fluency’ a level of Expected for\n‘Reasoning’ and a level of Developing for ‘Problem\nsolving’.", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "", "", "Expected - Pupils should be able to talk confidently about their\nmaths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is mathematically\nsound, often based on generalisations.", "", "", "Expected - Pupils can confidently demonstrate fluency by:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy for\nsolving problems\n- Recognising relationships and making connections between\nconcepts\n- Moving confidently between context and representations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning and\nfluency\n- Applying critical thinking to routine and non routine problems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Place Value", "", "", "", "", "", "", "", "", "", "" ], [ "Recognise the place value of each digit in a four-digit number (thousands,\nhundreds, tens, ones)", "2a", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B" ], [ "Find 10 or 100 more or less than a given number", "2a", "", "", "", "", "", "", "", "", "" ], [ "Identify, represent and estimate numbers using different representations", "3C", "", "", "", "", "", "", "", "", "" ], [ "Compare and order numbers up to 1000", "3c", "", "", "", "", "", "", "", "", "" ], [ "Read and write numbers up to 1000 in numerals and words", "3c", "", "", "", "", "", "", "", "", "" ], [ "Multiply and divide by 10 and 100.", "3b", "", "", "", "", "", "", "", "", "" ], [ "Addition and Subtraction", "", "", "", "", "", "", "", "", "", "" ], [ "Add and subtract numbers mentally, including:\na three-digit number and ones, a three-digit number and tens\na three-digit number and hundreds", "3c", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B" ], [ "Add and subtract numbers with up to three digits, using formal written\nmethods of column addition and subtraction", "3b", "", "", "", "", "", "", "", "", "" ], [ "Estimate the answer to a calculation and use inverse operations to check\nanswers", "3b", "", "", "", "", "", "", "", "", "" ], [ "Solve problems, including missing number problems, using number facts, place\nvalue and more complex addition and subtraction.", "3a", "", "", "", "", "", "", "", "", "" ], [ "Multiplication and Division", "", "", "", "", "", "", "", "", "", "" ], [ "Write and calculate mathematical statements for multiplication and division\nusing times tables they know including:\ntwo-digit numbers times one-digit numbers", "3C", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B" ], [ "Count from 0 in multiples of 4, 8, 50 and 100", "3B", "", "", "", "", "", "", "", "", "" ], [ "Recall and use multiplication and division facts for the 3, 4 and 8 times tables", "3B", "", "", "", "", "", "", "", "", "" ], [ "Use mental and written methods to solve multiplication and division problems", "3B", "", "", "", "", "", "", "", "", "" ], [ "Solve multiplication and division problems including:\nmissing number problems, positive integer scaling\ncorrespondence problems in which n objects are connected to n objects", "3A", "", "", "", "", "", "", "", "", "" ], [ "Fractions, Decimals and Percentages", "", "", "", "", "", "", "", "", "", "" ], [ "Count up and down in tenths", "3b", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B" ], [ "Recognise that tenths arise from dividing an object into 10 equal parts and in\ndividing one-digit numbers or quantities by 10", "3b", "", "", "", "", "", "", "", "", "" ], [ "Recognise and use fractions as numbers (within 100) e.g. 1/2 of 100 = 50, 1/4\nof 20 is 5", "3a", "", "", "", "", "", "", "", "", "" ], [ "Recognise, find and write: fractions of a discrete set of objects, Fractions of an\namount", "4c", "", "", "", "", "", "", "", "", "" ], [ "Recognise and show using diagrams equivalent fractions with small\ndenominators", "4a", "", "", "", "", "", "", "", "", "" ], [ "Compare and order unit fractions, and fractions with the same denominator", "4b", "", "", "", "", "", "", "", "", "" ], [ "Add and subtract fractions with the same denominator within one whole (5/7\n+ 1/7 = 6/7)", "4c", "", "", "", "", "", "", "", "", "" ], [ "Money", "", "", "", "", "", "", "", "", "", "" ], [ "Add and subtract amounts of money to give change, using both £ and p in\npractical contexts up to £100.", "3c", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B", "Developing:\n<= 2B", "Expected\n2A/3C", "Greater\nDepth >=3B" ] ], "row_count": 32, "col_count": 11 }, { "headers": [ "TMU - Number Year 4", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "An overall level for ‘Concept’, ‘Reasoning’,\n‘Fluency’ and problem solving should be identified\nfor each child. There is no need to produce a\nseparate level for each concept i.e. Taking all the\ndifferent concepts into account a best fit of\nGreater Depth might be given for ‘Concept’ and\n‘Fluency’ a level of Expected for ‘Reasoning’ and\na level of Developing for ‘Problem solving’.", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Place Value", "", "", "", "", "", "", "", "", "", "" ], [ "Find 1000 more or less than a given number.", "3b", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >= 3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a" ], [ "Recognise the place value of each digit in a four digit number\n(thousands, hundreds, tens and ones)", "3b", "", "", "", "", "", "", "", "", "" ], [ "Order and compare numbers up to 10,000", "3b", "", "", "", "", "", "", "", "", "" ], [ "Count in multiples of 6, 7, 9, 25 and 1000", "3a", "", "", "", "", "", "", "", "", "" ], [ "Round any number to the nearest 10, 100 or 1000", "3a", "", "", "", "", "", "", "", "", "" ], [ "Solve number and practical problems that involve all of the\nabove and with increasingly large positive numbers.", "3a", "", "", "", "", "", "", "", "", "" ], [ "Count backwards through zero to include negative numbers.", "3a", "", "", "", "", "", "", "", "", "" ], [ "Addition and Subtraction", "", "", "", "", "", "", "", "", "", "" ], [ "Estimate and use inverse operations to check answers to a\ncalculation", "3b", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >= 3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a" ], [ "Add and subtract numbers with up to 4 digits using the formal\nwritten methods of columnar addition and subtraction where\nappropriate", "3a", "", "", "", "", "", "", "", "", "" ], [ "Solve addition and subtraction two step problems in contexts,\ndeciding which operations and methods to use and why", "4c", "", "", "", "", "", "", "", "", "" ], [ "Multiplication and Division", "", "", "", "", "", "", "", "", "", "" ], [ "Recall and use multiplication and division facts for\nmultiplication tables up to 12 × 12.", "4C", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >= 3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a" ], [ "Use place value, known and derived facts to multiply and divide\nmentally, including: multiplying by 0 and 1; dividing by 1;\nmultiplying together three numbers.", "4C", "", "", "", "", "", "", "", "", "" ], [ "Recognise and use factor pairs and commutativity in mental\ncalculations.", "3B", "", "", "", "", "", "", "", "", "" ], [ "Multiply two digit and three digit numbers by a one digit\nnumber using formal written layout.", "3B", "", "", "", "", "", "", "", "", "" ], [ "Solve problems involving multiplying and adding, including\nusing the distributive law to multiply two digit numbers by one\ndigit, integer scaling problems and harder correspondence\nproblems such as n objects are connected to m objects.", "3A", "", "", "", "", "", "", "", "", "" ], [ "Divide by simple grouping/chunking", "3B", "", "", "", "", "", "", "", "", "" ] ], "row_count": 23, "col_count": 11 }, { "headers": [ "TMU - Number Year 4", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "An overall level for ‘Concept’, ‘Reasoning’,\n‘Fluency’ and problem solving should be identified\nfor each child. There is no need to produce a\nseparate level for each concept i.e. Taking all the\ndifferent concepts into account a best fit of\nGreater Depth might be given for ‘Concept’ and\n‘Fluency’ a level of Expected for ‘Reasoning’ and\na level of Developing for ‘Problem solving’.", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Fractions, Decimals and Percentages", "", "", "", "", "", "", "", "", "", "" ], [ "Recognise and show, using diagrams, families of common\nequivalent fractions", "4a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >= 3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a" ], [ "Count up and down in hundredths; recognise that hundredths\narise when dividing an object by one hundred and dividing\ntenths by ten", "4b", "", "", "", "", "", "", "", "", "" ], [ "Solve problems involving fractions of numbers quantities or\nshape", "3a", "", "", "", "", "", "", "", "", "" ], [ "Write, recognise and calculate fractions of an amount", "", "", "", "", "", "", "", "", "", "" ], [ "Add and subtract fractions with the same denominator", "4c", "", "", "", "", "", "", "", "", "" ], [ "Recognise and write decimal equivalents of any number of\ntenths or hundredths", "4c", "", "", "", "", "", "", "", "", "" ], [ "Find the effect of dividing a one or two digit number by 10 or\n100, identifying the value of the digits in the answer as ones,\ntenths and hundredths", "4b", "", "", "", "", "", "", "", "", "" ], [ "Solve simple measure and money problems involving fractions\nand decimals to two decimal places", "3a", "", "", "", "", "", "", "", "", "" ], [ "Convert between different units of measure [for example,\nkilometre to metre]", "3a", "", "", "", "", "", "", "", "", "" ], [ "Money", "", "", "", "", "", "", "", "", "", "" ], [ "Estimate, compare and calculate different measures, including\nmoney in pounds and pence.", "3b", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >= 3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a", "Developing:\n<= 3c", "Expected\n3b", "Greater\nDepth >=3a" ], [ "Solve simple measure and money problems involving fractions\nand decimals to two decimal places.", "3a", "", "", "", "", "", "", "", "", "" ] ], "row_count": 17, "col_count": 11 }, { "headers": [ "TMU - Number Year 5", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "An overall level for ‘Concept’, ‘Reasoning’,\n‘Fluency’ and problem solving should be identified\nfor each child. There is no need to produce a\nseparate level for each concept i.e. Taking all the\ndifferent concepts into account a best fit of\nGreater Depth might be given for ‘Concept’ and\n‘Fluency’ a level of Expected for ‘Reasoning’ and\na level of Developing for ‘Problem solving’.", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Place Value", "", "", "", "", "", "", "", "", "", "" ], [ "Read, write and compare numbers to at least 1,000,000 and\nwith up to three decimal places - determine the value of each\ndigit", "4C", "Developing:\n<= 3b", "Expected\n3a/4c", "Greater\nDepth >=4b", "Developing:\n<= 3b", "Expected\n3a/4c", "Greater\nDepth >=4b", "Developing:\n<= 3b", "Expected\n3a/4c", "Greater\nDepth >=4b" ], [ "Count forward or backwards in steps of powers of 10 for any\ngiven number up to 1,000,000 including tenths and hundredths", "4b", "", "", "", "", "", "", "", "", "" ], [ "Read, write and interpret negative numbers in context, count\nbackwards and forwards with positive and negative whole\nnumbers, including through zero", "4a", "", "", "", "", "", "", "", "", "" ], [ "Round any number including decimals up to 1,000,000 to the\nnearest hundredth, tenth, 10, 100, 1000, 10000 and 100000", "5c", "", "", "", "", "", "", "", "", "" ], [ "Addition and Subtraction", "", "", "", "", "", "", "", "", "", "" ], [ "Add and subtract mentally with increasingly large numbers", "3a", "Developing:\n<= 3b", "Expected\n3a/4c", "Greater\nDepth >=4b", "Developing:\n<= 3b", "Expected\n3a/4c", "Greater\nDepth >=4b", "Developing:\n<= 3b", "Expected\n3a/4c", "Greater\nDepth >=4b" ], [ "Add and subtract whole and decimal numbers with more than 4\ndigits, including using formal written columnar methods", "4c", "", "", "", "", "", "", "", "", "" ], [ "Use the inverse operation and rounding to check answers and\ndetermine levels of accuracy", "4b", "", "", "", "", "", "", "", "", "" ], [ "Multiplication and Division", "", "", "", "", "", "", "", "", "", "" ], [ "Multiply and divide numbers mentally drawing upon known\nfacts", "3A", "Developing:\n<= 3b", "Expected\n3a/4c", "Greater\nDepth >=4b", "Developing:\n<= 3b", "Expected\n3a/4c", "Greater\nDepth >=4b", "Developing:\n<= 3b", "Expected\n3a/4c", "Greater\nDepth >=4b" ], [ "Multiply and divide whole and decimal numbers by 10, 100 and\n1000", "4C", "", "", "", "", "", "", "", "", "" ], [ "Identify multiples and factors, including finding all factor pairs\nof a number and common factors of two numbers", "4C", "", "", "", "", "", "", "", "", "" ], [ "Recognise and use square numbers and cube numbers and use\nthe correct notation", "4B", "", "", "", "", "", "", "", "", "" ], [ "Establish whether a number up to 100 is prime and recall\nprimes to 19", "4A", "", "", "", "", "", "", "", "", "" ], [ "Multiply and divide mentally drawing upon known facts", "4C", "", "", "", "", "", "", "", "", "" ], [ "Multiply numbers up to 3 digits by a 1 or 2 digit number using\na formal written method", "4C", "", "", "", "", "", "", "", "", "" ], [ "Divide numbers up to 4 digits by a one digit number using\nformal written method", "4C", "", "", "", "", "", "", "", "", "" ], [ "Interpret remainders according to context", "4C", "", "", "", "", "", "", "", "", "" ] ], "row_count": 23, "col_count": 11 }, { "headers": [ "TMU - Number Year 5", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "An overall level for ‘Concept’, ‘Reasoning’,\n‘Fluency’ and problem solving should be identified\nfor each child. There is no need to produce a\nseparate level for each concept i.e. Taking all the\ndifferent concepts into account a best fit of\nGreater Depth might be given for ‘Concept’ and\n‘Fluency’ a level of Expected for ‘Reasoning’ and\na level of Developing for ‘Problem solving’.", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Fractions, Decimals and Percentages", "", "", "", "", "", "", "", "", "", "" ], [ "Add and subtract fractions with common denominators that\ntotal < = 1", "4c", "Developing:\n<= 3b", "Expected\n3a/4c", "Greater\nDepth >=4b", "Developing:\n<= 3b", "Expected\n3a/4c", "Greater\nDepth >=4b", "Developing:\n<= 3b", "Expected\n3a/4c", "Greater\nDepth >=4b" ], [ "Identify, name and write equivalent fractions including tenths\nand hundredths when shown visual representation of a fraction", "4b", "", "", "", "", "", "", "", "", "" ], [ "Round decimals with two decimal places to the nearest whole /\n1dp", "5b", "", "", "", "", "", "", "", "", "" ], [ "Recognise the percent symbol %", "4a", "", "", "", "", "", "", "", "", "" ], [ "Understand percentages as parts per hundred", "4c", "", "", "", "", "", "", "", "", "" ], [ "Write percentages as a decimal or fraction with denominator\n100", "4b", "", "", "", "", "", "", "", "", "" ], [ "Work out percentage and decimal equivalents of halves,\nquarters, fifths, tenths and twenty-fifths", "5c", "", "", "", "", "", "", "", "", "" ], [ "Money", "", "", "", "", "", "", "", "", "", "" ], [ "No Statements for this Year Group", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 14, "col_count": 11 }, { "headers": [ "TMU - Number Year 6", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "An overall level for ‘Concept’, ‘Reasoning’,\n‘Fluency’ and problem solving should be identified\nfor each child. There is no need to produce a\nseparate level for each concept i.e. Taking all the\ndifferent concepts into account a best fit of\nGreater Depth might be given for ‘Concept’ and\n‘Fluency’ a level of Expected for ‘Reasoning’ and\na level of Developing for ‘Problem solving’.", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Place Value", "", "", "", "", "", "", "", "", "", "" ], [ "Read, write, order and compare numbers up to 10,000,000,\nincluding decimals to 3dp and determine the value of each\ndigit.", "4b", "Developing\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a", "Developing:\n<= 4c", "Expected\n4b", "Greater\nDepth >=4a", "Developing:\n<= 4c", "Expected\n4b", "Greater\nDepth >=4a" ], [ "Use negative numbers in context, and calculate intervals across\nzero.", "5b", "", "", "", "", "", "", "", "", "" ], [ "Round any whole number or decimal (including thousandths) to\na required degree of accuracy.", "5a", "", "", "", "", "", "", "", "", "" ], [ "Addition and Subtraction", "", "", "", "", "", "", "", "", "", "" ], [ "No Statements for this Year Group", "", "", "", "", "", "", "", "", "", "" ], [ "Multiplication and Division", "", "", "", "", "", "", "", "", "", "" ], [ "Multiply multi-digit number up to 4 digits by a 2- digit number\nusing the formal written method of long multiplication.", "4A", "Developing\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a", "Developing:\n<= 4c", "Expected\n4b", "Greater\nDepth >=4a", "Developing:\n<= 4c", "Expected\n4b", "Greater\nDepth >=4a" ], [ "Divide numbers up to 4 digits by a 2-digit whole number using\nthe chunking written method of long division, and interpret\nremainders as whole number remainders, fractions, or by\nrounding as appropriate for the context.", "4A", "", "", "", "", "", "", "", "", "" ], [ "Divide numbers up to 4 digits by a 2-digit number using the\nformal written method of short division, interpreting\nremainders according to the context.", "5C", "", "", "", "", "", "", "", "", "" ], [ "Perform mental calculations, including with mixed operations\nand large numbers", "4A", "", "", "", "", "", "", "", "", "" ], [ "Identify common factors, common multiples and prime\nnumbers.", "5C", "", "", "", "", "", "", "", "", "" ], [ "Use inverse estimation and rounding to check answers to\ncalculations and determine in the context of a problem, an\nappropriate degree of accuracy. (Calculators to be used)", "4A", "", "", "", "", "", "", "", "", "" ], [ "Use simple formulae.", "5C", "", "", "", "", "", "", "", "", "" ], [ "Generate, complete and describe linear number sequences.", "4B", "", "", "", "", "", "", "", "", "" ] ], "row_count": 19, "col_count": 11 }, { "headers": [ "TMU - Number Year 6", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Concept", "Old 7\nStrands\nLevel", "Reasoning", "", "", "Fluency", "", "", "Problem Solving", "", "" ], [ "An overall level for ‘Concept’, ‘Reasoning’,\n‘Fluency’ and problem solving should be identified\nfor each child. There is no need to produce a\nseparate level for each concept i.e. Taking all the\ndifferent concepts into account a best fit of\nGreater Depth might be given for ‘Concept’ and\n‘Fluency’ a level of Expected for ‘Reasoning’ and\na level of Developing for ‘Problem solving’.", "", "Developing - Pupils are beginning to talk about maths\nand develop reasoning", "", "", "Developing - Pupils are beginning to demonstrate\nfluency", "", "", "Developing - Pupils are beginning to solve routine\nproblems", "", "" ], [ "", "", "Expected - Pupils should be able to talk confidently\nabout their maths and reason mathematically by:\nDescribing what they did\nExplaining - offering reasons for what they did.\nConvincing - confident that their reasoning is correct.\nJustifying - using logic to justify their reasoning.\nProving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "", "", "Expected - Pupils can confidently demonstrate fluency\nby:\n- Being fluent with facts and procedures\n- Choosing the most efficient and appropriate strategy\nfor solving problems\n- Recognising relationships and making connections\nbetween concepts\n- Moving confidently between context and\nrepresentations.", "", "", "Expected - Pupils are be able to solve problems by:\n- Demonstrating conceptual understanding, reasoning\nand fluency\n- Applying critical thinking to routine and non routine\nproblems\n- Using Concrete, Pictorial and Abstract mathematical\nprocedure and understanding", "", "" ], [ "", "", "Greater Depth - Pupils have mastered each concept\nand can articulate this through dialogue and\nadvanced reasoning", "", "", "Greater Depth - Pupils are creative in their fluency\nand advance to greater relational and abstract\nunderstanding", "", "", "Greater Depth - Pupils have mastered the concept\nthrough increasingly sophisticated problem solving", "", "" ], [ "Fractions, Decimals and Percentages", "", "", "", "", "", "", "", "", "", "" ], [ "Use common factors to simplify fractions", "", "Developing\n<= 4c", "Expected\n4b", "Greater\nDepth\n>=4a", "Developing:\n<= 4c", "Expected\n4b", "Greater\nDepth >=4a", "Developing:\n<= 4c", "Expected\n4b", "Greater\nDepth >=4a" ], [ "Add and subtract fractions with common denominators that\ntotal > 1.", "", "", "", "", "", "", "", "", "", "" ], [ "Compare and order fractions whose denominators are all\nmultiples of the same number.", "", "", "", "", "", "", "", "", "", "" ], [ "Read and write mixed numbers and improper fractions", "", "", "", "", "", "", "", "", "", "" ], [ "Compare and order fractions, including fractions less than and\ngreater than 1", "", "", "", "", "", "", "", "", "", "" ], [ "Generate and describe linear number sequences (with\nfractions)", "", "", "", "", "", "", "", "", "", "" ], [ "Recall and use equivalences between simple fractions, decimals\nand percentages, including in different contexts.", "", "", "", "", "", "", "", "", "", "" ], [ "Identify the value of each digit in numbers given to 3 decimal\nplaces and multiply numbers by 10, 100 and 1,000 giving\nanswers up to 3 decimal places.", "", "", "", "", "", "", "", "", "", "" ], [ "Multiply one-digit numbers with up to 2 decimal places by\nwhole numbers.", "", "", "", "", "", "", "", "", "", "" ], [ "Divide a decimal by an integer using a written method.", "", "", "", "", "", "", "", "", "", "" ], [ "Calculate 50% 25% 10% and 1% of amounts.", "", "", "", "", "", "", "", "", "", "" ], [ "Recall and use equivalences and order between simple\nfractions, decimals and percentages including in different\ncontexts.", "", "", "", "", "", "", "", "", "", "" ], [ "Money", "", "", "", "", "", "", "", "", "", "" ], [ "No Statements for this Year Group", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 19, "col_count": 11 }, { "headers": [ "TMU Assessment Overview", "", "", "" ], "rows": [ [ "Progression statements", "", "", "" ], [ "Concept - Doing", "Reasoning - Pupils should learn to become\nsystematic thinkers and articulate their\nthinking in a clear, succinct and logical\nmanner.", "Fluency - Pupils should learn to recall\nand apply mathematical knowledge\naccurately and appropriately.", "Problem Solving - Pupils should learn by\napplying their mathematics to a variety\nof routine and non routine problems\nwith increasing sophistication." ], [ "Developing\nPupils are attempting\neach concept or\nprocedure", "Pupils are beginning to talk about maths and develop\nreasoning", "Pupils are beginning to demonstrate fluency", "Pupils are beginning to solve routine problems" ], [ "Expected\nPupils can ‘do’\nconcept or procedure", "Pupils should be able to talk confidently about their\nmaths and reason mathematically by:\n● Describing what they did\n● Explaining - offering reasons for what they\ndid.\n● Convincing - confident that their reasoning is\ncorrect.\n● Justifying - using logic to justify their\nreasoning.\n● Proving - constructing an argument that is\nmathematically sound, often based on\ngeneralisations.", "Pupils can confidently demonstrate fluency by:\n● Being fluent with facts and procedures\n● Choosing the most efficient and\nappropriate strategy for solving\nproblems\n● Recognising relationships and making\nconnections between concepts\n● Moving confidently between context\nand representations.", "Pupils are able to solve problems by:\n● Demonstrating conceptual understanding,\nreasoning and fluency\n● Applying critical thinking to routine and\nnon routine problems\n● Using Concrete, Pictorial and Abstract\nmathematical procedure and\nunderstanding" ], [ "Greater Depth\nPupils can do a\nconcept or procedure\nwith increased\nsophistication", "Pupils have mastered each concept and can articulate\nthis through dialogue and advanced reasoning", "Pupils are creative in their fluency and advance\nto greater relational and abstract understanding", "Pupils have mastered the concept through\nincreasingly sophisticated problem solving" ] ], "row_count": 5, "col_count": 4 } ] }, { "case_id": 2317489, "title": "Funding", "authority": "Department of Education, Sport and Culture", "date_received": "2022-03-09", "outcome": "Some information sent but not all held", "summary": "The request sought a comparison of funding for students studying overseas versus those on the Isle of Man, specifically for 2018 and 2019. The authority disclosed figures for UK tuition fees, maintenance grants, and Open University refunds, but could not provide specific tuition fee data for University College Isle of Man (UCM) as it is covered by internal budgets.", "key_facts": [ "The request was clarified to cover the academic years 2018-2019 and 2019-2020.", "Tuition fees for students studying in the UK were £6,765,777.69 in 2018-2019 and £7,327,556.00 in 2019-2020.", "Maintenance grants for off-island students increased from £964,425.00 in 2018-2019 to £1,860,135.19 in 2019-2020.", "Specific tuition fee breakdowns for University College Isle of Man (UCM) were not held as they are covered by internal budgets.", "Open University tuition fee refunds were £20,496 in 2018-19 and £33,084 in 2019-20." ], "data_mentioned": [ "2018-2019", "2019-2020", "£6,765,777.69", "£7,327,556.00", "£964,425.00", "£1,860,135.19", "£349,724.00", "£349,992.00", "£20,496", "£33,084", "2317489", "2022-03-09", "2022-03-29" ], "exemptions_cited": [ "Information not held or cannot be found after taking reasonable steps (UCM fees covered by internal budgets)" ], "tables": [ { "headers": [ "Category", "Academic Year", "Amount" ], "rows": [ [ "Fees (Amount paid for students studying full time in the United Kingdom, including students who are undertaking full-time non-degree courses)", "2018-2019", "£6,765,777.69" ], [ "Fees (Amount paid for students studying full time in the United Kingdom, including students who are undertaking full-time non-degree courses)", "2019-2020", "£7,327,556.00" ], [ "Maintenance for students studying off Island (Amount paid for students studying full time in the United Kingdom, including students who are undertaking full-time non-degree courses)", "2018-2019", "£964,425.00" ], [ "Maintenance for students studying off Island (Amount paid for students studying full time in the United Kingdom, including students who are undertaking full-time non-degree courses)", "2019-2020", "£1,860,135.19" ], [ "Maintenance for students studying at UCM (Amount paid for students studying full time degree and full time non-degree courses)", "2018-2019", "£349,724.00" ], [ "Maintenance for students studying at UCM (Amount paid for students studying full time degree and full time non-degree courses)", "2019-2020", "£349,992.00" ], [ "Open University Study (Amount paid for tuition fee refunds)", "2018-19", "£20,496" ], [ "Open University Study (Amount paid for tuition fee refunds)", "2019-20", "£33,084" ] ], "row_count": 8, "col_count": 3 } ] }, { "case_id": 2336677, "title": "IoM Schools' Pupil Data (Academic Year 2021-22)", "authority": "Department of Education, Sport and Culture", "date_received": "2022-03-17", "outcome": "All information sent", "summary": "A request was made for detailed pupil data including roll numbers, FSM, EAL, and AEN/SEN breakdowns for all Isle of Man schools for the 2021-22 academic year. The Department of Education, Sport and Culture responded by sending all requested information, providing specific statistics on primary school pupils with various learning difficulties and needs.", "key_facts": [ "The request covered the academic year 2021-22 for all Island Primary and Secondary schools.", "The authority responded with 21 pages across 9 documents.", "The outcome was 'All information sent' on 2022-04-13.", "Data provided includes breakdowns of pupils by gender, year group, and specific AEN/SEN categories.", "Specific statistics were released for Mainstream Primary schools regarding difficulties such as Emotional Health, Literacy, and Speech & Communication." ], "data_mentioned": [ "2021-22", "2022-03-17", "2022-04-13", "21 pages", "9 documents", "0.1%", "0.2%", "0.3%", "0.4%", "0.7%", "1.0%", "1.5%", "2.1%", "3.0%", "4.0%", "1 pupil", "2 pupils", "3 pupils", "4 pupils", "8 pupils", "11 pupils", "17 pupils", "23 pupils", "34 pupils", "45 pupils" ], "exemptions_cited": 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"Castle Rushen High School", "853", "", "", "", "160", "", "", "19%", "" ], [ "Queen Elizabeth II High School", "823", "", "", "", "92", "", "", "11%", "" ], [ "Ramsey Grammar School", "960", "", "", "", "144", "", "", "15%", "" ], [ "St Ninians High School", "1229", "", "", "", "187", "", "", "15%", "" ] ], "row_count": 40, "col_count": 10 }, { "headers": [ "", "34", "", "32.1%", "" ], "rows": [ [ "Andreas 75", "11", "", "14.7%", "" ], [ "", "31", "", "17.7%", "" ], [ "Ashley Hill 237", "57", "", "24.1%", "" ], [ "", "39", "", "18.1%", "" ], [ "Ballasalla 115", "26", "", "22.6%", "" ], [ "", "5", "", "9.3%", "" ], [ "Braddan 130", "16", "", "12.3%", "" ], [ "", "12", "", "22.2%", "" ], [ "CyB 300", "58", "", "19.9%", "" ], [ "", "3", "", "4.0%", "" ], [ "Foxdale 83", "13", "", "15.7%", "" ], [ "", "80", "", "21.3%", "" ], [ "Jubilee 379", "35", "", "9.2%", "" ], [ "", "24", "", "39.3%", "" ], [ "Kewaigue 99", "10", "", "10.1%", "" ], [ "", "16", "", "7.5%", "" ], [ "Manor Park 72", "27", "", "37.5%", "" ], [ "", "18", "", "11.2%", "" ], [ "Michael 106", "20", "", "18.9%", "" ], [ "", "119", "", "32.8%", "" ], [ "PCW 428", "54", "", "12.9%", "" ], [ "", "27", "", "19.9%", "" ], [ "Rhumsaa 482", "97", "", "21.1%", "" ], [ "", "49", "", "18.7%", "" ], [ "St Johns 105", "36", "", "36.4%", "" ], [ "", "33", "", "14.3%", "" ], [ "St Thomas 59", "4", "", "6.8%", "" ], [ "", "22", "", "15.2%", "" ], [ "Vallajeelt 185", "33", "", "17.8%", "" ], [ "", "60", "", "26.0%", "" ], [ "Willaston 162", "49", "", "30.2%", "" ], [ "", "295", "", "21.2%", "" ], [ "CRHS 695", "177", "", "25.8%", "" ], [ "", "175", "", "26.9%", "" ], [ "RGS 795", "113", "", "14.5%", "" ], [ "", "220", "", "22.5%", "" ] ], "row_count": 36, "col_count": 5 }, { "headers": [ "", "106", "" ], "rows": [ [ "Andreas", "75", "6 5" ], [ "", "175", "" ], [ "Ashley Hill", "237", "42 11 4" ], [ "", "231", "" ], [ "Ballasalla", "115", "13 6 7" ], [ "", "54", "" ], [ "Braddan", "130", "9 1 6" ], [ "", "54", "" ], [ "CyB", "300", "26 21 11 8" ], [ "", "75", "" ], [ "Foxdale", "83", "9 2 2" ], [ "", "393", "" ], [ "Jubilee", "379", "11 17 7" ], [ "", "61", "" ], [ "Kewaigue", "99", "3 7" ], [ "", "214", "" ], [ "Manor Park", "72", "5 20 2" ], [ "", "161", "" ], [ "Michael", "106", "6 11 3" ], [ "", "372", "" ], [ "PCW", "428", "33 14 7 11" ], [ "", "146", "" ], [ "Rhumsaa", "482", "55 28 14 23" ], [ "", "271", "" ], [ "St Johns", "105", "25 9 2 6" ], [ "", "230", "" ], [ "St Thomas", "59", "3 1" ], [ "", "145", "" ], [ "Vallajeelt", "185", "11 6 16" ], [ "", "231", "" ], [ "Willaston", "162", "33 11 5" ] ], "row_count": 31, "col_count": 3 }, { "headers": [ "", "1413", "" ], "rows": [ [ "CRHS", "695", "55 57 24 7" ], [ "", "658", "" ], [ "RGS", "795", "44 21 16 12" ], [ "", "992", "" ] ], "row_count": 4, "col_count": 3 } ] }, { "case_id": 2347933, "title": "Request for figures for resignations", "authority": "Department of Education, Sport and Culture", "date_received": "2022-03-23", "outcome": "All information sent", "summary": "The request sought resignation figures for staff at Isle of Man secondary schools leaving at Easter and Summer 2022. The Department of Education, Sport and Culture disclosed total and specific departure numbers for five schools, noting that some staff transferred internally rather than leaving the department.", "key_facts": [ "The data covers all staff types including teachers, support staff, cleaners, caretakers, and administrators.", "Information was recorded as of 25 March 2022.", "Ballakermeen High School reported the highest number of resignations with 14 total.", "Some leavers obtained other positions within Isle of Man schools rather than leaving the department.", "The request was processed and closed on 28 March 2022." ], "data_mentioned": [ "2022-03-23", "2022-03-25", "2022-03-28", "14", "2", "11", "1", "7", "4", "3", "6", "9", "2347933" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "Total Resignations", "Leaving at Easter", "Leaving at Summer", "Other Periods" ], "rows": [ [ "Ballakermeen High School", "14", "2", "11", "1 in May" ], [ "Castle Rushen High School", "2", "1", "1", "-" ], [ "Queen Elizabeth II High School", "6", "2", "4", "-" ], [ "Ramsey Grammar School", "7", "4", "3", "-" ], [ "St Ninian's High School", "9", "2", "4", "3 in between Easter and Summer" ] ], "row_count": 5, "col_count": 5 } ] }, { "case_id": 2356725, "title": "Impact of illness", "authority": "Department of Education, Sport and Culture", "date_received": "2022-03-29", "outcome": "All information sent", "summary": "The request sought data on the number of days students at Isle of Man state high schools were required to work from home due to staff absences between September 2021 and March 2022. The Department of Education, Sport and Culture disclosed the full breakdown of remote learning days per year group for five high schools.", "key_facts": [ "Ballakermeen High School recorded the highest total remote learning days, with Year 9 students affected for 10 days.", "Queen Elizabeth II High School reported zero days of remote learning for any year group during the specified period.", "Castle Rushen High School noted that some remote sessions were for non-academic enrichment only, allowing students to remain in school for private study.", "The data covers the period from 8th September 2021 to 29th March 2022.", "Year 7 and Year 8 students across all listed schools had zero days of remote learning due to staff absence." ], "data_mentioned": [ "2356725", "2022-03-29", "2022-04-27", "8th September 2021", "29th March 2022", "10", "8", "4", "5", "0.5", "6", "3", "0" ], "exemptions_cited": [], "tables": [ { "headers": [ "Year group", "Number of days per month", "Total\nnumber of\ndays" ], "rows": [ [ "Year 7", "", "0" ], [ "Year 8", "", "0" ], [ "Year 9", "October - 3\nJanuary - 2\nMarch - 5", "10" ], [ "Year 10", "October - 2\nJanuary - 3\nMarch - 3", "8" ], [ "Year 11", "December - 2", "2" ], [ "Year 12", "January - 3", "3" ], [ "Year 13", "December- 2", "2" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Year group", "Number of days per month", "Total\nnumber of\ndays" ], "rows": [ [ "Year 7", "", "0" ], [ "Year 8", "", "0" ], [ "Year 9", "December - 1\nJanuary - 1\nMarch - 2", "4" ], [ "Year 10", "December - 2\nJanuary - 1\nMarch - 2", "5" ], [ "Year 11", "December - PM (Games session only)", "0.5" ], [ "Year 12", "December: 2\nIncluding 1 x AM only (Non-academic enrichment only –\nStudents were able to stay in school for private study) & 1 x\nPM only (Non-academic enrichment only – Students were\nable to stay in school for private study)", "2" ], [ "Year 13", "December: 1\n1 x AM only (Non-academic enrichment only – Students\nwere able to stay in school for private study)\n1 x PM only (Non-academic enrichment only – Students\nwere able to stay in school for private study)", "1" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Year group", "Number of days per month", "Total\nnumber of\ndays" ], "rows": [ [ "Year 7", "", "0" ], [ "Year 8", "", "0" ], [ "Year 9", "January - 1\nFebruary - 1\nMarch - 4", "6" ], [ "Year 10", "March -4", "4" ], [ "Year 11", "", "0" ], [ "Year 12", "", "0" ], [ "Year 13", "", "0" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Year group", "Number of days per month", "Total\nnumber of\ndays" ], "rows": [ [ "Year 7", "", "0" ], [ "Year 8", "", "0" ], [ "Year 9", "January -2\nMarch - 2", "4" ], [ "Year 10", "January - 1\nMarch - 2", "3" ], [ "Year 11", "", "0" ], [ "Year 12", "", "0" ], [ "Year 13", "", "0" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Year group", "Number of days per month", "Total\nnumber of\ndays" ], "rows": [ [ "Year 7", "", "0" ], [ "Year 8", "", "0" ], [ "Year 9", "", "0" ], [ "Year 10", "", "0" ], [ "Year 11", "", "0" ], [ "Year 12", "", "0" ], [ "Year 13", "", "0" ] ], "row_count": 7, "col_count": 3 } ] }, { "case_id": 2358157, "title": "Ramsey Grammar School Toilets", "authority": "Department of Education, Sport and Culture", "date_received": "2022-03-30", "outcome": "Information not held", "summary": "A request was made for records regarding signage and construction at Ramsey Grammar School toilets for the current calendar year. The Department of Education, Sport and Culture responded that they do not hold the requested information.", "key_facts": [ "The request was received on 30 March 2022.", "The requester narrowed the scope to signage and associated installation/construction on 7 April 2022.", "The authority concluded it does not hold the information after taking reasonable steps.", "The requester was advised to contact the Department of Infrastructure for potential assistance.", "The case reference number is 2358157." ], "data_mentioned": [ "2022-03-30", "2022-04-05", "2022-04-07", "2022-05-04", "2358157", "IM4 3AS", "(01624) 685808" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "lease", "", "", "specify", "", "", "", "", "what", "information", "", "", "", "", "", "", "it", "is", "", "that", "you", "", "", "", "are", "", "" ], "rows": [ [ "seeking", "in", "", "respect", "", "", "", "", "", "", "o", "f", "the", "", "", "", "toilets", "", "", "at", "Ramsey", "", "", "", "Grammar", "", "", "", "", "School", "", "", "", "as", "", "the", "", "search", "", "", "for", "", "", "", "", "", "" ], [ "information", "", "", "", "", "is", "", "likely", "", "", "", "to", "", "", "return", "", "", "", "a", "hig", "h", "volum", "", "", "e", "of", "", "sensitive", "", "", "", "student", "", "", "", "", "information", "", "", "", "", "", "that", "", "", "", "would" ], [ "require", "extensive", "", "", "", "", "", "", "", "redaction.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 3, "col_count": 47 } ] }, { "case_id": 2404186, "title": "UCM (University College Isle of Man) staff & students", "authority": "Department of Education, Sport and Culture", "date_received": "2022-04-25", "outcome": "Upheld - full", "summary": "A Freedom of Information request was made to the Department of Education, Sport and Culture regarding University College Isle of Man staff employment types, zero-hour contract costs, and student enrollment figures. The authority upheld the request in full, disclosing student enrollment statistics for five academic years and staffing breakdowns by department for December 2019, May 2020, and May 2021.", "key_facts": [ "Student enrollment data was provided for academic years 2017/18 through 2021/22, with a note that 2017 figures may be inaccurate due to a system transition.", "Staffing reports were released for December 2019, May 2020, and May 2021, detailing full-time, part-time, and sessional lecturers across various departments.", "The response included specific counts of Further Education and Higher Education students, distinguishing between total enrollments and active students.", "Sessional lecturers (zero-hour basis) were the largest category of staff in several departments, such as General Education and Adult Community Education.", "The request outcome was 'Upheld - full' on 2022-10-05 following an internal review." ], "data_mentioned": [ "2017-2018 Total Enrolments: 3520", "2021-2022 Total Enrolments: 3050", "2021-2022 FE Active: 610", "2021-2022 HE Active: 290", "December 2019 Adult Community Education Sessional Lecturers: 41", "May 2021 General Education Sessional Lecturers: 94", "May 2021 Adult Community Education Sessional Lecturers: 89", "Date received: 2022-04-25", "Outcome date: 2022-10-05" ], "exemptions_cited": [], "tables": [ { "headers": [ "Academic\nYear", "Total\nEnrolments", "Further Education", "", "Higher Education", "" ], "rows": [ [ "", "", "FT Total", "FT Active (less\nwithdrawals)", "HE Total", "HE Active" ], [ "2017 – 2018*", "3520", "178", "148", "136", "108" ], [ "2018 – 2019", "3636", "747", "594", "247", "219" ], [ "2019 – 2020", "2979", "721", "556", "282", "242" ], [ "2020 – 2021", "2974", "780", "544", "332", "289" ], [ "2021 - 2022", "3050", "828", "610", "333", "290" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "UCM Staffing Report December 2019", "" ], "rows": [ [ "Reporting Unit", "Basis" ], [ "Adult Community Education", "Full Time - 1\nSessional Lecturers - 41" ], [ "Art Design & Multimedia", "Full Time - 5\nPart Time - 6\nSessional Lecturers - 17" ], [ "Construction", "Full Time - 14\nPart Time - 2\nSessional Lecturers - 8" ], [ "Digital Enterprise", "Full Time - 23\nPart Time - 12\nSessional Lecturers - 16" ], [ "Education& Staff\nDevelopment", "Sessional Lecturers - 5" ], [ "Engineering", "Full Time - 11\nPart Time - 2\nSessional Lecturers - 1" ], [ "Foundation Learning", "Full Time - 5\nSessional Lecturers - 4" ], [ "General Education", "Full Time - 9\nPart Time - 3\nSessional Lecturers - 36" ], [ "Hair, Beauty & Sport", "Full Time - 9\nSessional Lecturers - 7" ], [ "Higher Education & Library", "Full Time - 1" ], [ "Hospitality and Catering", "Full Time - 4\nPart Time - 2" ], [ "Health and Social Care", "Full Time - 9\nPart Time – 3\nSessional Lecturers - 3" ], [ "Prison Education", "Sessional Lecturers - 11" ], [ "Senior Management", "Full Time - 4" ], [ "Student Services", "Full Time - 1" ] ], "row_count": 16, "col_count": 2 }, { "headers": [ "UCM Staffing Report May 2020", "" ], "rows": [ [ "Reporting Unit", "Basis" ], [ "Administration UCM", "Full Time- 24\nPart Time- 6" ], [ "Adult Community Education", "Full Time- 1\nSessional Lecturers- 60" ], [ "Art Design & Multimedia", "Full Time- 5\nPart Time- 9\nSessional Lecturers- 17" ], [ "Construction", "Full Time- 20\nPart Time- 2\nSessional Lecturers- 10" ], [ "Digital Enterprise", "Full Time - 20\nPart Time- 12\nSessional Lecturers 21" ], [ "Education, Health and Social\nCare", "Full Time - 9\nPart Time - 3\nSessional Lecturers - 20" ], [ "Engineering", "Full Time- 16\nPart Time - 6\nSessional Lecturers- 5" ], [ "Facilities – UCM", "Full Time- 4\nPart Time- 11" ], [ "Foundation Learning", "Full Time- 6\nPart Time- 8\nSessional Lecturers - 6" ], [ "General Education", "Full Time- 12\nPart Time - 3\nSessional Lecturer- 21" ], [ "Hair, Beauty & Sport", "Full Time- 10\nSessional Lecturers- 8" ], [ "Higher Education & Library", "Full Time- 14\nPart Time- 3" ], [ "Hospitality and Catering", "Full Time - 11\nPart Time - 3\nSessional Lecturers- 3" ], [ "Library", "Full Time - 3\nPart Time - 1" ], [ "Media Services", "Full Time - 2\nPart Time - 2" ], [ "Prison Education", "Sessional Lecturers - 6" ], [ "Senior Management", "Full Time - 4" ], [ "Student Services", "Full Time- 5\nPart Time- 1" ] ], "row_count": 19, "col_count": 2 }, { "headers": [ "UCM Staffing Report May 2021", "" ], "rows": [ [ "Reporting Unit", "Basis" ], [ "Administration UCM", "Full Time - 23\nPart Time - 6" ], [ "Adult Community Education", "Full Time - 1\nSessional Lecturers - 89" ], [ "Art Design & Multimedia", "Full Time - 3\nPart Time - 8\nSessional Lecturers - 43" ], [ "Construction", "Full Time - 20\nPart Time - 2\nSessional Lecturers - 19" ], [ "Digital Enterprise", "Full Time - 22\nPart Time - 9\nSessional Lecturers - 30" ], [ "Education, Health and Social\nCare", "Full Time - 9\nPart Time - 3\nSessional Lecturers - 25" ], [ "Engineering", "Full Time - 14\nPart Time - 7\nSessional Lecturers - 5" ], [ "Facilities – UCM", "Full Time - 5\nPart Time - 10" ], [ "Foundation Learning", "Full Time - 5\nPart Time - 9\nSessional Lecturers - 6" ], [ "General Education", "Full Time - 12\nPart Time - 4\nSessional Lecturers - 94" ], [ "Hair, Beauty & Sport", "Full Time - 9\nPart Time - 1\nSessional Lecturers - 7" ], [ "Higher Education & Library", "Full Time - 14\nPart Time - 2" ], [ "Hospitality and Catering", "Full Time - 6\nPart Time - 7\nSessional Lecturers - 4" ], [ "Library", "Full Time - 3\nPart Time - 1" ], [ "Media Services", "Full Time - 2\nPart Time - 2" ], [ "Prison Education", "Full Time - 1\nSessional Lecturers - 6" ], [ "Senior Management", "Full Time - 7" ], [ "Student Services", "Full Time - 4\nPart Time - 3" ] ], "row_count": 19, "col_count": 2 }, { "headers": [ "UCM Staffing Report May 2022", "" ], "rows": [ [ "Reporting Unit", "Basis" ], [ "Administration UCM", "Full Time - 20\nPart Time - 4" ], [ "Adult Community Education", "Full Time - 1\nSessional Lecturer - 104" ], [ "Art Design & Multimedia", "Full Time - 2\nPart Time - 8\nSessional Lecturers - 51" ], [ "Construction", "Full Time - 17\nPart Time - 3\nSessional Lecturers - 21" ], [ "Digital Enterprise", "Full Time - 24\nPart Time - 9\nSessional Lecturers - 41" ], [ "Education, Health and Social\nCare", "Full Time - 8\nPart Time - 5\nSessional Lecturers - 26" ], [ "Engineering", "Full Time - 13\nPart Time - 8\nSessional Lecturers - 7" ], [ "Facilities – UCM", "Full Time - 5\nPart Time - 10" ], [ "Foundation Learning", "Full Time - 5\nPart Time - 8\nSessional Lecturers - 10" ], [ "General Education", "Full Time - 11\nPart Time - 5\nSessional Lecturers - 93" ], [ "Hair, Beauty & Sport", "Full Time - 10\nPart Time - 1\nSessional Lecturers - 21" ], [ "Higher Education & Library", "Full Time - 1\nPart Time - 1" ], [ "Hospitality and Catering", "Full Time - 8\nPart Time - 4\nSessional Lecturers - 7" ], [ "Library", "Full Time - 2\nPart Time - 2\nSessional Lecturers 2" ], [ "Media Services", "Full Time - 3" ], [ "Prison Education", "Full Time - 1\nSessional Lecturers - 7" ], [ "Senior Management", "Full Time - 7" ], [ "Student Services", "Full Time - 4\nPart Time - 3" ] ], "row_count": 19, "col_count": 2 } ] }, { "case_id": 2404585, "title": "UCM (University College Isle of Man) zero hours", "authority": "Department of Education, Sport and Culture", "date_received": "2022-04-25", "outcome": "Some information sent but part exempt", "summary": "The request sought pay periods for zero-hour lecturers at UCM and details on policies regarding the transition to employment and the 300-hour provision. The authority disclosed pay period dates for academic years 2018-2022 and excerpts from the Terms and Conditions of Service regarding teaching remission, but withheld information on specific transition policies and briefing papers.", "key_facts": [ "Pay periods for sessional workers were provided for academic years 2018/19 through 2021/22.", "Teaching classes were suspended from March 23, 2020, until September 2020 due to lockdown.", "The response included a briefing on Higher Education remission rules, stating pedagogic work normally does not exceed 23 hours per week.", "A developmental allowance multiplier of 2 hours applies for the first year a lecturer teaches a new subject, reducing to 1.5 hours in subsequent years.", "Information regarding policies to support zero-hour lecturers transitioning to employment was not disclosed." ], "data_mentioned": [ "2018-2019", "2019-2020", "2020-2021", "2021-2022", "23 hours", "2 hours", "1.5 hours", "0.5 hours", "756 hours", "36 weeks", "24 weeks", "12 weeks", "Level 4", "300 hours", "2022-04-25", "2022-05-23" ], "exemptions_cited": [], "tables": [ { "headers": [ "Part/Paragraph\nNumber/Page No", "Amendment", "Date of\nAmendment" ], "rows": [ [ "", "", "" ], [ "6.3", "Amend to include safeguarding statement", "May 2012" ], [ "Throughout", "Update IOM College to IOM College of Further\nand Higher Education", "May 2012" ], [ "Appendix 9", "Remove second paragraph", "May 2012" ], [ "Insert this amendment record", "", "May 2012" ], [ "6.11", "Make changes to references", "May 2012" ], [ "2.2", "Update paragraph with the references that apply\nto sessional lecturers", "May 2012" ], [ "12.4 and 12.5", "Insert revised sections re HE remission", "July 2012" ], [ "Paragraph 14 Staff Meetings", "Removal of items (a) and (b)", "July 2012" ], [ "Appendix 9", "1st sentence - removal of the word ‘of’ so ends\n… learning and development", "July 2012" ], [ "Reference to Pensions Division", "Amended to Public Sector Pensions Authority", "July 2012" ], [ "Amendment 34.2(a)", "Amended reference from section 36 to section 35", "August 2012" ], [ "Appendix 4 – Disciplinary Procedure\n- new 2.4", "Insert provision for right to be accompanied in\ncircumstances where a lecturer is advised of an\nallegation of gross misconduct", "October 2012" ], [ "Appendix 4 – updated Disciplinary\nProcedure", "Re-ordering of procedure as per JNC minutes", "May 2013" ], [ "Appendix 2, paragraphs 2.7; 8.3;\nAppendix 3, paragraph 2.10;\nAppendix 4, paragraph 2.15 and\nAppendix 5, paragraph 7", "To include reference to Assistant HR Adviser post", "October 2013" ], [ "Section 36.7 - Maternity Pay, page\n29", "Amended wording to clarify maternity pay", "October 2013" ], [ "Paragraph 5(a)", "Amended wording to reflect Professional\nStandards for Teachers and trainers", "October 2014" ], [ "Appendix 9", "Amended Application form wording to remove\nthe word ‘revised’", "October 2014" ], [ "New Appendix 2 and re-numbering\nother appendices", "Insertion of Professional Standards for Teachers\nand Trainers in Education and Training –\nEngland", "October 2014" ], [ "Updates in relation to incorporating\nrole of Director of Education in\nprocedures.", "Appendix 3 – amend 2.5, 4.2\nAppendix 4 – 2.8, 3.1, 3.4\nAppendix 5 – 2.4, 4.2\nAppendix 7 – to reflect the above in the table", "October 2015" ], [ "Change of organisation name from\nIsle of Man College of Further and\nHigher Education to University\nCollege Isle of Man", "Amended organisation name", "April 2016" ], [ "Reinstate paragraph 7.3", "Insert paragraph 7.3", "June 2016" ] ], "row_count": 22, "col_count": 3 }, { "headers": [ "Remove reference to\nCITLLS/DITLLS and replace with\n‘formal initial teacher education’", "Paragraph 12.2 amended", "June 2016" ], "rows": [ [ "Updated paragraph 6.5 in relation to\ndeclaring secondary employment", "Paragraph 6.5 amended", "October 2016" ], [ "Update Dept name; Inclusion and\nSafeguarding name and\nprocedures", "", "June 2018" ], [ "Replacement of Appendix 9 to", "Replacement of Appendix 9", "November 2018" ], [ "update re Sessional Lecturers and\nremove references to Associate\nLecturer", "", "" ], [ "Update to remove retirement age", "", "January 2019" ], [ "New paragraph 6.2 in relation to\nDBS checks", "Insert new para 6.2", "March 2019" ], [ "Signed JNC constitution", "Insert signed document", "January 2020" ], [ "Amendments to Performance\nManagement and Appraisal Policy\nand insert CPD record", "Changes to remove references to threshold and\nclearly state that additional increments are also\nsubject to meeting requirements of Pay Policy.\nInsert CPD record", "July 2020" ], [ "Correct para numbering in 6.11", "Para numbering changed from 6.9.4 to 6.10.4\nand 6.9.5 to 6.10.5", "Sept 2020" ], [ "Insert revised Performance\nManagement and Appraisal for\nLecturers", "Replacement of Appendix 8", "November 2020" ], [ "Amending application form on page\n94 so has UCM logo and not IOMC", "Replacement of application form on page 94", "Feb 21" ], [ "Amending Performance\nManagement and Appraisal for\nLecturers", "Removing links to pay", "March 2021" ] ], "row_count": 12, "col_count": 3 }, { "headers": [ "Name:", "", "", "", "", "", "", "", "" ], "rows": [ [ "Area(s) for Improvement: Date:", "", "", "", "", "", "", "", "" ], [ "Key Task(s)", "Actions Required", "Start\nDate", "Methods Of\nMonitoring\nProgress", "Monitored\nBy", "Success\nCriteria", "Resources/\nSupport", "Date To\nBe\nAchieved\nBy", "Date\nAchieved" ], [ "", "", "", "", "", "", "", "", "" ] ], "row_count": 3, "col_count": 9 }, { "headers": [ "Activity\nDate (s)\nand\nDuration", "Nature of Professional Development", "Impact Value /\nImpact on my\nteaching", "Use Value\nImpact on learners\n& their learning" ], "rows": [ [ "", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "Achievements, (Things I am proud of):" ], "rows": [ [ "Challenges, (Things that stretched me):\n." ], [ "Anything else you’d like to discuss:" ], [ "Impact of professional development activities identified last year – (See CPD record)" ], [ "Professional development opportunities identified for the coming year" ], [ "Short, medium and long-term career aspirations" ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "Activity\nDate (s)\nand\nDuration", "Nature of Professional Development", "Impact Value /\nImpact on my\nteaching", "Use Value\nImpact on learners\n& their learning" ], "rows": [ [ "", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "Achievements, (Things I am proud of):" ], "rows": [ [ "Challenges, (Things that stretched me):\n." ], [ "Anything else you’d like to discuss:" ], [ "Impact of professional development activities identified last year – (See CPD record)" ], [ "Professional development opportunities identified for the coming year" ], [ "Short, medium and long-term career aspirations" ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "Post", "Hourly Rate of Pay" ], "rows": [ [ "Grade 1", "£26.24" ], [ "Grade 4", "£35.74" ], [ "Grade 5", "£41.84" ], [ "Sessional Lecturers/Adult Continuing Education", "£24.22" ], [ "Life Model", "£13.69" ], [ "Life Guard", "£12.11" ], [ "Outcentre Co-ordinator", "£18.86" ], [ "Staff Meeting Attendance", "£11.00" ] ], "row_count": 8, "col_count": 2 }, { "headers": [ "Old Spine Point", "New Spine point", "Salary 01-Sept-2020" ], "rows": [ [ "3", "1", "£29,100" ], [ "4", "2", "£31,648" ], [ "5", "3", "£34,198" ], [ "6", "4", "£36,664" ], [ "7", "5", "£39,499" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "Old Spine Point", "New Spine Point", "Salary 01-Sept-2020" ], "rows": [ [ "1", "6", "£41,527" ], [ "2", "7", "£42,416" ], [ "3", "8", "£43,306" ], [ "5", "9", "£45,087" ], [ "6", "10", "£45,975" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "ASSISTANT PROGRAMME MANAGER AND PROGRAMME MANAGER PAY SCALES", "", "", "" ], "rows": [ [ "", "Old Spine\nPoint", "New Spine\nPoint", "01-Sept-2020" ], [ "Asst\nProgramme\nManager", "3", "1", "£46,106" ], [ "", "4", "2", "£46,993" ], [ "", "5", "3", "£47,877" ], [ "", "6", "4", "£48,763" ], [ "", "7", "5", "£49,649" ], [ "", "", "", "" ], [ "Programme\nManager", "3", "6", "£49,868" ], [ "", "4", "7", "£50,751" ], [ "", "5", "8", "£51,638" ], [ "", "6", "9", "£52,524" ], [ "", "7", "10", "£53,409" ] ], "row_count": 12, "col_count": 4 }, { "headers": [ "ASSISTANT FACULTY MANAGER AND FACULTY MANAGER PAY SCALES", "", "", "" ], "rows": [ [ "", "Old Spine\nPoint", "New\nSpine Point", "01-Sept-2020" ], [ "Assistant\nFaculty\nManager", "8", "1", "£47,286" ], [ "", "9", "2", "£48,543" ], [ "", "10", "3", "£49,801" ], [ "", "11", "4", "£52,658" ], [ "", "12", "5", "£54,155" ], [ "", "", "", "" ], [ "Faculty\nManager", "14", "1", "£57,129" ], [ "", "15", "2", "£58,603" ], [ "", "16", "3", "£60,107" ], [ "", "17", "4", "£61,588" ] ], "row_count": 11, "col_count": 4 }, { "headers": [ "SENIOR LEADERS PAY SCALES", "", "", "" ], "rows": [ [ "", "Old Spine Point", "New Spine Point", "01-Sept-20" ], [ "", "", "", "" ], [ "Assistant\nPrincipal", "22", "1", "£69,026" ], [ "", "23", "2", "£70,739" ], [ "", "24", "3", "£72,524" ], [ "", "25", "4", "£74,289" ], [ "", "26", "5", "£76,138" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "Vice Principal", "27", "1", "£78,021" ], [ "", "28", "2", "£79,952" ], [ "", "29", "3", "£81,937" ], [ "", "30", "4", "£83,965" ], [ "", "31", "5", "£86,055" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "Principal", "38", "1", "£102,154" ], [ "", "39", "2", "£104,683" ], [ "", "40", "3", "£107,233" ], [ "", "42", "4", "£112,656" ], [ "", "43", "5", "£115,479" ] ], "row_count": 21, "col_count": 4 }, { "headers": [ "Grade", "Applicable to course level", "Hourly Rate as at 1st September 2020" ], "rows": [ [ "1", "Further Education Levels 1,2,", "£26.24" ], [ "4", "Further Education Level 3", "£35.74" ], [ "5", "Higher Education level 4 and above", "£41.84" ], [ "", "Leisure (ACE) courses", "£24.22" ], [ "", "Out centre/Co-ordinator", "£18.86" ], [ "", "Life Model", "£13.69" ] ], "row_count": 6, "col_count": 3 } ] }, { "case_id": 2406385, "title": "Information accompanying primary school reports 2021", "authority": "Department of Education, Sport and Culture", "date_received": "2022-04-25", "outcome": "Some information sent but not all held", "summary": "The requester sought letters accompanying 2021 primary school reports for Years R, 2, and 6, including contextual attainment data, but the authority disclosed only sample letters from specific schools while noting that not all requested information was held.", "key_facts": [ "The Department of Education, Sport and Culture responded that some information was sent but not all was held.", "Due to the pandemic and local lockdowns, end of Key Stage National Curriculum levels were excluded from 2021 reports for Years 2 and 6.", "Reports instead used a simplified grading system indicating if a child was above (A), at (E), or working towards (W) the expected level.", "Schools advised against comparing 2021 results with pre-Covid data due to significant learning disruption.", "Sample letters from Arbory School and Ballaugh Primary School were included in the response." ], "data_mentioned": [ "2021", "Years R, 2 and 6", "July 2021", "14th October 2019", "2022-04-25", "2022-05-23", "16.07.2021", "32 pages", "2 documents", "1834", "14 months", "01624 823369", "01624 897311" ], "exemptions_cited": [], "tables": [ { "headers": [ "Name", "" ], "rows": [ [ "Reading", "" ], [ "Writing", "" ], [ "Maths", "" ], [ "Science", "" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "Class Name", "Year Group", "Teacher" ], "rows": [ [ "Harrier", "R/1", "" ], [ "Curlew", "R/1", "" ], [ "Merlin", "1/2", "" ], [ "Kittiwake", "1/2", "" ], [ "Swift", "3", "" ], [ "Guillemot", "3/4", "" ], [ "Sandpiper", "3/4", "" ], [ "Shearwater", "4/5", "" ], [ "Peregrine", "5/6", "" ], [ "Puffin", "5/6", "" ], [ "Housemartin", "Ace Base/Unit", "" ] ], "row_count": 11, "col_count": 3 } ] }, { "case_id": 2428305, "title": "RGS Board of Governors Minutes", "authority": "Department of Education, Sport and Culture", "date_received": "2022-05-04", "outcome": "Some information sent but part exempt", "summary": "The requester sought agendas, minutes, and records sent to the Ramsey Grammar School Board of Governors between January 2021 and May 2022. The Department of Education, Sport and Culture provided partial information, including specific meeting minutes from July 2021 and April 2022, while withholding other requested records.", "key_facts": [ "The request covered Board of Governors meetings and distributed records from January 2021 to May 2022.", "Minutes from the July 13, 2021 meeting noted a finely balanced budget with high staffing costs.", "The April 5, 2022 meeting included the appointment of a Chair and discussion of a Student Governor.", "The Headteacher's report highlighted plans for swipe access on external doors to address public site access.", "The response outcome was classified as 'Some information sent but part exempt'." ], "data_mentioned": [ "1 January 2021", "1 May 2022", "1 July 2021", "13th July 2021", "5th April 2022", "4 parents", "84 pages", "6 documents" ], "exemptions_cited": [], "tables": [ { "headers": [ "Physical – hitting, kicking or damage to\nproperty" ], "rows": [ [ "Verbal – e.g. name calling, insulting,\nsexist, racial or LGBT+" ], [ "Indirect – spreading nasty stories or\nrumours, excluding someone from the\ngroup." ], [ "Cyber – sending comments by text, e-\nmail, message (e.g. snapchat) or\nposting on Facebook etc." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "Pupil’s Name: D.O.B.", "", "" ], "rows": [ [ "Date: Time:", "", "" ], [ "Name:\n..................................................……………\nPrint", "", ".................................................………….\nSignature" ], [ "Position:", "", "" ], [ "Note the reason(s) for recording the incident.", "", "" ], [ "Record the following\nfactually:", "Who?", "" ], [ "", "What?", "" ], [ "", "Where?", "" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Effective Teaching", "Very Effective Teaching" ], "rows": [ [ "I explain things confidently and clearly", "I model thinking like a researcher" ], [ "I have secure curriculum knowledge", "I frequently show students that I am learning" ], [ "I ask probing diagnostic questions", "I challenge students to formulate questions" ], [ "I build variety and change of pace into lessons", "I vary activities to develop different learning capacities" ], [ "I respond to students’ learning preferences", "I work to broaden the student’s repertoire" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Big 4", "What is expected" ], "rows": [ [ "Challenge", "• Pre-assessment activity\n• Learning intentions that are highly personalised, affect deep thinking and\nmaximise student progress\n• Effective questioning that probes, reinforce and extends understanding\n• Maximum effort established as non-negotiable aspect of learning" ], [ "Engagement", "• Destination (excellence) is exemplified by unpicking learning objectives,\nproviding examples and going beyond simply stating intended outcomes\n• Student ‘buy-in’ linking current learning to exam requirements, employability,\nlifelong learning and links to other subjects for example\n• Purposeful learning environment. Behaviour is well managed\n• Students doing most of the thinking and they will be ‘on task’" ], [ "Feedback", "• Assessments are formative\n• Following assessments students are clear about what they need to do in\norder to make progress\n• Feedback will lead to evidence of students improving their outcomes\n• Feedback is followed by specific student action. Planning may and should\nincorporate this into lesson time\n• Staff will have systematic processes to gather student feedback about their\nlearning experiences and this will impact upon staff planning" ], [ "Autonomy", "• Staff explicitly model the thinking process when completing learning activities\neg. I do, we do, you do\n• Staff will be clear about the knowledge required to ‘master’ specific learning\nsequences\n• Staff model and promote the required attitudes to succeed\n• Staff specifically develop, practice and apply subject and core skills and over\ntime contribute to students developing more effective learning habits In\nstudents\n• Students will demonstrate the ability to stick at difficult thinking, ask\nappropriate questions to get support that they need\n• Students will respond positively to feedback from staff and peers" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "RGS Way of Being", "Adult Behaviours" ], "rows": [ [ "Respect", "• Say “Please” and “Thankyou”\n• Act in a respectful way even in difficult situations" ], [ "Responsibility", "• Be responsible for the impact that your behaviours have\n• Plan learning based on pre-assessment of students" ], [ "Fairness", "• Treat every student with the same values\n• Give recognition to the ‘hidden middle’ students" ], [ "Community", "• Be interested in every student in your form and in your class\n• Develop an ethos of support in your classroom" ], [ "Kindness", "• Smile and greet students at the start of each lesson\n• Make the people that you meet feel better for meeting you" ], [ "Trustworthiness", "• Be clear and consistent\n• Follow through what you say you will do" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "Strategy", "TA Says", "TA Does", "Student", "Teacher says", "Teacher does" ], "rows": [ [ "Self-Scaffolding\n(a certain amount of\n‘struggle’ is\nessential)", "• “Well done for\nsticking at it”\n• “What did you do\nthat helped you?”\n• “Would you do\nthis differently\nnext time? Why?\nHow?”", "• Observe & listen to\nstudent/s as to\nwhich strategies\nthey use\n• Provide a prompt\nsheet reminding of\nself-scaffolding\nstrategies\n• Recognise signs\nthat support is really\nneeded\n• Physically remove\nyourself eg.\nCirculate & work\nwith others\n• Highlights positive\n• Praise resilience\n• Encourage student\nto review success\nand challenge what\nthey would do\ndifferently", "Gives it a go", "• “Well done for\nsticking at it”\n• “What did you\ndo that helped\nyou?”\n“Would you do this\ndifferently next\ntime? Why?\nHow?”", "• Explain task\nthoroughly\n• Observe & listen to\nstudent/s as to which\nstrategies they use\n• Provide a prompt\nsheet reminding of\nself-scaffolding\nstrategies\n• Recognise signs that\nsupport is really\nneeded\n• Highlights positive\n• Praise resilience\n• Encourage student to\nreview success and\nchallenge what they\nwould do differently" ], [ "Prompting\n(access prior\nknowledge or\nsimilarity of task;\nbuild self-\nconfidence; not task\nspecific)", "• Use “You” &\n“Think”\n• “You have to\nthink about what\nto do next”\n• “What do you\nthink you could\ndo?”\n• “What is your\nplan?”\n• “I’m not sure; can\nyou remember\nwhat the teacher\nsaid?”\n• “So you’re not\nsure … how\ncould you work it\nout?”", "• Give time for\nstudent to think of\nstrategies to use (5-\n10 secs)\n• Resist the\ntemptation to say or\ndo something\n• Verbal prompt for\nstudent to think\nsome more &\nreassure – open\nQ’s\n• Prompt sheet –\n‘What to do when\nyou don’t know\nwhat to do’\n• Non-verbal cue to\nresource eg.\nPrompt, poster\n• Silence-gesture-\nverbal prompt\n• Prompts are\ngeneral and refer to\ndeployment of\nstrategies", "Is supported to\ntry and to\naccess what\nthey already\nknow", "• Use “You” &\n“Think”\n• “You have to\nthink about what\nto do next”\n• “What do you\nthink you could\ndo?”\n• “What is your\nplan?”\n• “Can you\nremember what\nI said?”\n• “So you’re not\nsure … how\ncould you work it\nout?”", "• Give time for student\nto think of strategies to\nuse (5-10 secs)\n• Resist the temptation\nto say or do something\n• Verbal prompt for\nstudent to think some\nmore & reassure –\nopen Q’s\n• Prompt sheet – ‘What\nto do when you don’t\nknow what to do’\n• Non-verbal cue to\nresource eg. Prompt,\nposter\n• Silence-gesture-\nverbal prompt\n• Prompts are general\nand refer to\ndeployment of\nstrategies" ], [ "Clueing\n(give a piece of\ninformation / hint; a\nbigger task specific\nnudge than\nprompting!)", "• “Do you\nremember …?”\n• “It’s a grey\nmammal”\n• “What goes at\nthe start of a\nsentence?”", "• Start with a small\nclue\n• Word clues as\nquestions\n• React to the\nspecific task being\ndone\n• Refer to resource in\nroom\n• Put responsbility on\nstudent to give\nanswer", "Uses a bit of\nextra\ninformation\ngiven about\nthe specific\ntask", "• “Come on you\nremember”\n• “It’s a grey\nmammal”\n• “What goes at\nthe start of a\nsentence?”", "• Start with a small clue\n• Word clues as\nquestions\n• React to the specific\ntask being done\n• Refer to resource in\nroom\n• Put responsibility on\nstudent to give answer" ], [ "Modelling\n(show what to do in\neasy replicable\nsteps)", "• “I”, “I am …”\n• “Oh so you …”", "• Provide\nsimultaneous\ncommentary\n(‘script’)\n• Speak in the first\nperson\n• Recast ie. repeat\nstudent’s words but\nin the correct form\n• Make sure student\nis actively watching\nand listening", "Repeats the\nsteps\nmodelled to\nembed it as a\nstrategy", "• “I”, “I am …)\n• “Oh so you …”", "• Provide simultaneous\ncommentary (‘script’)\n• Speak in the first\nperson\n• Recast ie. repeat\nstudent’s words but in\nthe correct form\n• Make sure student is\nactively watching and\nlistening\n• Use short, clear steps" ] ], "row_count": 4, "col_count": 6 } ] }, { "case_id": 2436533, "title": "Student Grants", "authority": "Department of Education, Sport and Culture", "date_received": "2022-05-09", "outcome": "All information sent", "summary": "The request sought the number of student grant recipients without 80 UCAS points between 2016 and 2022 and the reasons for their eligibility. The Department of Education disclosed that only nine applicants met this criteria across the period, citing specific regulatory modifications for continuing education and the Coronavirus emergency.", "key_facts": [ "Zero applicants received tuition fee grants without 80 UCAS points in the years 2016/17, 2017/18, and 2018/19.", "One applicant in 2019/20 was eligible under the Continuing Education Scheme to study at UCM.", "Eight applicants in 2020/21 were eligible due to a temporary reduction of the UCAS requirement to 72 points caused by the Coronavirus emergency.", "The response was issued by the Policy, Strategy and Governance Division of the Department of Education, Sport and Culture.", "The request was fully satisfied with all information sent on 31 May 2022." ], "data_mentioned": [ "2016-17 Total: 0", "2017-18 Total: 0", "2018-19 Total: 0", "2019-20 Total: 1", "2020-21 Total: 8", "80 UCAS points", "72 UCAS points", "2022-05-09", "2022-05-31", "2436533" ], "exemptions_cited": [], "tables": [ { "headers": [ "In 2020 eight applicants were eligible to receive a tuition fee grant due to a" ], "rows": [ [ "modification to the Education (Student Awards) Regulations in response to the" ], [ "Coronavirus emergency whereby the Department reduced the requirement from 80" ], [ "UCAS points to 72 UCAS points. A copy of the Education (Student Awards)" ], [ "(Modifications) Regulations 2020 is attached." ] ], "row_count": 4, "col_count": 1 } ] }, { "case_id": 2449789, "title": "Number on roll", "authority": "Department of Education, Sport and Culture", "date_received": "2022-05-17", "outcome": "All information sent", "summary": "A request was made to the Department of Education, Sport and Culture for statistics on pupil enrollment, free school meals, and music tuition recipients on the Isle of Man. The authority disclosed all requested data, clarifying that University College Isle of Man students were excluded from the figures.", "key_facts": [ "Total pupils in full-time education on the island was 11,514 as of September 2021.", "2,018 pupils were in receipt of free school meals as of May 2022.", "5,921 pupils aged 5-11 were registered in full-time education as of September 2021.", "8,774 pupils aged 5-14 were registered in full-time education as of September 2021.", "Music tuition was provided to 544 students aged 5-11 and 284 students aged 11-14 as of February 2022." ], "data_mentioned": [ "11,514", "2,018", "5,921", "8,774", "544", "284", "September 2021", "May 2022", "February 2022", "2449789", "2022-05-17", "2022-06-15" ], "exemptions_cited": [], "tables": [ { "headers": [ "Question", "Answer", "Date" ], "rows": [ [ "How many pupils in total are registered as in full-time education on the island?", "11,514", "September 2021" ], [ "How many of said pupils are in receipt of free school meals?", "2,018", "May 2022" ], [ "How many pupils between the ages of 5-11 are registered in full-time education on the island?", "5,921", "September 2021" ], [ "How many pupils between the age of 5-14 are registered in full-time education on the island?", "8,774", "September 2021" ], [ "How many children between the ages of 5-11 receive music tuition provided by the music service?", "544 students taught in years 5 and 6, including five whole class projects", "February 2022" ], [ "How many children between the ages of 11-14 receive music tuition provided by the music service?", "284 students taught in Key Stage 3 (Years 7 - 9)", "February 2022" ] ], "row_count": 6, "col_count": 3 } ] }, { "case_id": 2450121, "title": "2022-23 Reception class sizes", "authority": "Department of Education, Sport and Culture", "date_received": "2022-05-17", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture provided 2022-23 reception class registration numbers and out-of-catchment request statistics for seven specific schools on the Isle of Man. The response noted that registration figures were not final as parents could still register on the first day of term.", "key_facts": [ "Information was requested for seven schools: Bunscoill Rhumsaa, Dhoon, Andreas, Sulby, Ballaugh, Kirk Michael, and Jurby.", "The number of pupils registered for the 2022-23 reception intake was not finalized at the time of the response.", "Andreas school had one approved out-of-catchment request.", "Sulby school had four approved out-of-catchment requests and one rejected request.", "No out-of-catchment appeals had been received for any of the listed schools to date." ], "data_mentioned": [ "2022-05-17", "2022-06-15", "2450121", "61", "4", "14", "21", "7", "9", "1", "0" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "Pupils currently\nregistered\n(Includes any approved\nout of catchment\nrequests)", "Approved out\nof catchment\nRequests", "Not approved\nout of\ncatchment\nRequests", "Out of\ncatchment\nAppeals received\nto date" ], "rows": [ [ "Bunscoill\nRhumsaa", "61", "0", "0", "0" ], [ "Dhoon", "4", "0", "0", "0" ], [ "Andreas", "14", "1", "0", "0" ], [ "Sulby", "21", "4", "1", "0" ], [ "Ballaugh", "7", "0", "0", "0" ], [ "Michael", "9", "0", "0", "0" ], [ "Jurby", "7", "0", "1", "0" ] ], "row_count": 7, "col_count": 5 } ] }, { "case_id": 2452221, "title": "Sessional lecturer (UCM) rates of pay", "authority": "Department of Education, Sport and Culture", "date_received": "2022-05-17", "outcome": "Some information sent but part exempt", "summary": "The request sought data on University College Isle of Man sessional lecturer pay rates, meeting minutes, and employment terms from 2016 to 2022. The authority released some information, including JNC minutes detailing a new contracting system for sessional lecturers, but withheld other requested data citing partial exemptions.", "key_facts": [ "Sessional lecturers for the 2018/19 academic year were to be contracted via a new 'PiP' system managed by OHR.", "A rolling advert was planned to create a 'bank' of sessional lecturers requiring DBS checks.", "The sessional lecturer bank operates under a 300-hour limit, with flexible hours.", "Approximately 4-5 posts were identified for separate recruitment onto permanent variable hours contracts for those exceeding the 300-hour limit.", "The outcome of the FOI request was 'Some information sent but part exempt'." ], "data_mentioned": [ "2016-2018", "2018/19", "300 hour limit", "4-5 posts", "15 March 2018", "14 June 2018", "2022-05-17", "2022-06-17" ], "exemptions_cited": [], "tables": [ { "headers": [ "Item", "Agenda", "Action" ], "rows": [ [ "1.", "Minutes.\nThe minutes of the meetings held on 15 March 2018 were confirmed\nand signed.", "" ], [ "2.", "Matters Arising\nAppraisal working group – on hold for now and to be picked up\nagain during the next academic year. The representative\noutlined that his programme area are trialling a revised version for\nlecturers this year.\nThreshold – template has been produced and matched against the\nteaching standards. This has now been issued to staff with the\ndeadline.\nActions in relation to HE Remission, Remission for Internal\nQuality Assurance, Mentoring and Guided Learning Hours –\nthese were all considered at the Futures Day and considered by\ndiscussion groups. The outcome of which was that no changes are\nrequired.\nHave Your Say focus groups – 4 staff groups have been held and\na communication plan is being worked on following feedback from\nthese groups. Work will continue on these.\nCatering – appointments have been made to the new structure\nwhich will commence for the next academic year.", "" ], [ "3.", "Sessional Lecturers\nAn update was provided in relation to the way sessional lecturers\nwould be contracted for 2018/19 and payment for work would be via\nthe new PiP system once this goes live.", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "Old Spine Point", "New Spine point", "Salary 01-Sept-2020" ], "rows": [ [ "3", "1", "£29,100" ], [ "4", "2", "£31,648" ], [ "5", "3", "£34,198" ], [ "6", "4", "£36,664" ], [ "7", "5", "£39,499" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "Old Spine Point", "New Spine Point", "Salary 01-Sept-2020" ], "rows": [ [ "1", "6", "£41,527" ], [ "2", "7", "£42,416" ], [ "3", "8", "£43,306" ], [ "5", "9", "£45,087" ], [ "6", "10", "£45,975" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "ASSISTANT PROGRAMME MANAGER AND PROGRAMME MANAGER PAY SCALES", "", "", "" ], "rows": [ [ "", "Old Spine\nPoint", "New Spine\nPoint", "01-Sept-2020" ], [ "Asst\nProgramme\nManager", "3", "1", "£46,106" ], [ "", "4", "2", "£46,993" ], [ "", "5", "3", "£47,877" ], [ "", "6", "4", "£48,763" ], [ "", "7", "5", "£49,649" ], [ "", "", "", "" ], [ "Programme\nManager", "3", "6", "£49,868" ], [ "", "4", "7", "£50,751" ], [ "", "5", "8", "£51,638" ], [ "", "6", "9", "£52,524" ], [ "", "7", "10", "£53,409" ] ], "row_count": 12, "col_count": 4 }, { "headers": [ "ASSISTANT FACULTY MANAGER AND FACULTY MANAGER PAY SCALES", "", "", "" ], "rows": [ [ "", "Old Spine\nPoint", "New\nSpine Point", "01-Sept-2020" ], [ "Assistant\nFaculty\nManager", "8", "1", "£47,286" ], [ "", "9", "2", "£48,543" ], [ "", "10", "3", "£49,801" ], [ "", "11", "4", "£52,658" ], [ "", "12", "5", "£54,155" ], [ "", "", "", "" ], [ "Faculty\nManager", "14", "1", "£57,129" ], [ "", "15", "2", "£58,603" ], [ "", "16", "3", "£60,107" ], [ "", "17", "4", "£61,588" ] ], "row_count": 11, "col_count": 4 }, { "headers": [ "SENIOR LEADERS PAY SCALES", "", "", "" ], "rows": [ [ "", "Old Spine Point", "New Spine Point", "01-Sept-20" ], [ "", "", "", "" ], [ "Assistant\nPrincipal", "22", "1", "£69,026" ], [ "", "23", "2", "£70,739" ], [ "", "24", "3", "£72,524" ], [ "", "25", "4", "£74,289" ], [ "", "26", "5", "£76,138" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "Vice Principal", "27", "1", "£78,021" ], [ "", "28", "2", "£79,952" ], [ "", "29", "3", "£81,937" ], [ "", "30", "4", "£83,965" ], [ "", "31", "5", "£86,055" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "Principal", "38", "1", "£102,154" ], [ "", "39", "2", "£104,683" ], [ "", "40", "3", "£107,233" ], [ "", "42", "4", "£112,656" ], [ "", "43", "5", "£115,479" ] ], "row_count": 21, "col_count": 4 }, { "headers": [ "Grade", "Applicable to course level", "Hourly Rate as at 1st September 2020" ], "rows": [ [ "1", "Further Education Levels 1,2,", "£26.24" ], [ "4", "Further Education Level 3", "£35.74" ], [ "5", "Higher Education level 4 and above", "£41.84" ], [ "", "Leisure (ACE) courses", "£24.22" ], [ "", "Out centre/Co-ordinator", "£18.86" ], [ "", "Life Model", "£13.69" ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "1. All data (emails, memos, spreadsheets, notes etc.) relating to the\nsetting/calculation/evaluation of Sessional lecturer post's Hourly Rates\nof Pay (to include Grade 1, Grade 4, Grade 5, Meeting) from 2016-\n2018.", "Appendix 1" ], "rows": [ [ "2. Minutes of JNC (Joint Negotiating Committee), JCC (Joint\nConsultative Committee), ESO (Education Support Officers), SLT\n(Senior Leadership Team) meetings relating to Sessional lecturer\npost's Hourly Rates of Pay (to include Grade 1, Grade 4, Grade 5,\nMeeting) from 2016-2018.", "Appendix 2" ], [ "3. The first written statement of particulars of terms and conditions of\nemployment for lecturers including a 'Collective Bargaining\nArrangements' provision.", "Appendix 3" ], [ "4. All data (emails, memos, spreadsheets, notes etc.) relating to\nSessional lecturer post's Hourly 'Meeting' Rate of Pay from 2022.", "Appendix 4" ], [ "5. The most recent 'Pay Policy for Lecturers' document.", "Appendix 5" ], [ "6. Sessional lecturer post's Hourly Rates of Pay from 2016-2022\nincluding demarcation of all uplift % applied and an indicator as to\nwhether the uplift % was universally applied to lecturers'\nwages/salaries.", "Appendix 6" ], [ "7. The \"Fringe\" Uplift (%) intended to be applied to Sessional lecturer\npost's Hourly Rates of Pay as per the 4 May 2022 pay offer.", "Appendix 7" ] ], "row_count": 6, "col_count": 2 } ] }, { "case_id": 2452621, "title": "Teacher Absence Levels", "authority": "Department of Education, Sport and Culture", "date_received": "2022-05-17", "outcome": "All information sent", "summary": "A request for 2022/23 teacher absence data was fulfilled with information covering the 2021/22 academic year, detailing days pupils worked from home and lessons covered by supply teachers across Isle of Man secondary schools.", "key_facts": [ "The response provided data for the 2021-22 academic year rather than the requested 2022-23 year.", "Ballakermeen High School reported the highest number of remote learning days for Year 9 pupils (10 days).", "Queen Elizabeth II High School reported zero days of remote learning due to staff absence for all year groups.", "Ramsey Grammar School provided a total figure of 4033 lessons covered by supply teachers across all year groups.", "Castle Rushen High School data was accurate as of 25th May 2022." ], "data_mentioned": [ "2022-05-17", "2022-06-20", "2021-22", "2022-23", "747", "733", "791", "990", "871", "5866", "5862", "5712", "6401", "5775", "4033", "960", "10", "8", "2", "4", "5", "0.5", "6", "3", "0", "25th May 2022", "8th September 2021", "29th March 2022" ], "exemptions_cited": [], "tables": [ { "headers": [ "YEAR 7", "747" ], "rows": [ [ "YEAR 8", "733" ], [ "YEAR 9", "791" ], [ "YEAR 10", "990" ], [ "YEAR 11", "871" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "YEAR 7", "5866" ], "rows": [ [ "YEAR 8", "5862" ], [ "YEAR 9", "5712" ], [ "YEAR 10", "6401" ], [ "YEAR 11", "5775" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "Year group", "Number of days per month", "Total\nnumber of\ndays" ], "rows": [ [ "Year 7", "", "0" ], [ "Year 8", "", "0" ], [ "Year 9", "October - 3\nJanuary - 2\nMarch - 5", "10" ], [ "Year 10", "October - 2\nJanuary - 3\nMarch - 3", "8" ], [ "Year 11", "December - 2", "2" ], [ "Year 12", "January - 3", "3" ], [ "Year 13", "December- 2", "2" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Year group", "Number of days per month", "Total\nnumber of\ndays" ], "rows": [ [ "Year 7", "", "0" ], [ "Year 8", "", "0" ], [ "Year 9", "December - 1\nJanuary - 1\nMarch - 2", "4" ], [ "Year 10", "December - 2\nJanuary - 1\nMarch - 2", "5" ], [ "Year 11", "December - PM (Games session only)", "0.5" ], [ "Year 12", "December: 2\nIncluding 1 x AM only (Non-academic enrichment only –\nStudents were able to stay in school for private study) & 1 x\nPM only (Non-academic enrichment only – Students were\nable to stay in school for private study)", "2" ], [ "Year 13", "December: 1\n1 x AM only (Non-academic enrichment only – Students\nwere able to stay in school for private study)\n1 x PM only (Non-academic enrichment only – Students\nwere able to stay in school for private study)", "1" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Year group", "Number of days per month", "Total\nnumber of\ndays" ], "rows": [ [ "Year 7", "", "0" ], [ "Year 8", "", "0" ], [ "Year 9", "January - 1\nFebruary - 1\nMarch - 4", "6" ], [ "Year 10", "March -4", "4" ], [ "Year 11", "", "0" ], [ "Year 12", "", "0" ], [ "Year 13", "", "0" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Year group", "Number of days per month", "Total\nnumber of\ndays" ], "rows": [ [ "Year 7", "", "0" ], [ "Year 8", "", "0" ], [ "Year 9", "January -2\nMarch - 2", "4" ], [ "Year 10", "January - 1\nMarch - 2", "3" ], [ "Year 11", "", "0" ], [ "Year 12", "", "0" ], [ "Year 13", "", "0" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Year group", "Number of days per month", "Total\nnumber of\ndays" ], "rows": [ [ "Year 7", "", "0" ], [ "Year 8", "", "0" ], [ "Year 9", "", "0" ], [ "Year 10", "", "0" ], [ "Year 11", "", "0" ], [ "Year 12", "", "0" ], [ "Year 13", "", "0" ] ], "row_count": 7, "col_count": 3 } ] }, { "case_id": 2475705, "title": "UCM (University College Isle of Man) 300 hrs, remission & hourly pay", "authority": "Department of Education, Sport and Culture", "date_received": "2022-05-31", "outcome": "Some information sent but not all held", "summary": "The request sought details on University College Isle of Man lecturer contract changes based on exceeding 300 hours, remission allocation policies, and hourly pay practices. The authority disclosed the 2021 Terms and Conditions of Service, a Sessional Lecturer Worker Request Form, and an amendment record, but noted that not all requested information was held.", "key_facts": [ "Part-time lecturers are entitled to an Associate Lecturer appointment if they exceed 300 hours of student contact in the previous academic year.", "Sessional lecturers may be entitled to a variable hours contract if their hours exceed 300 in the previous academic year.", "Final decisions on HE remission allocation for level 4 and above are made by the Senior Leadership Team (SLT) following direction from the Vice Principal for Curriculum and Quality.", "The organization name changed from Isle of Man College of Further and Higher Education to University College Isle of Man in October 2015.", "The response included a Sessional Lecturer Worker Request Form for the 2021-2022 academic year." ], "data_mentioned": [ "300 hours", "October 2006", "March 2021", "20th October 2016", "8.33%", "level 4", "2021-2022", "114 pages", "5 documents" ], "exemptions_cited": [], "tables": [ { "headers": [ "Course\nQ Code", "Subject", "Venue", "MON#", "Grade", "Rate of\npay", "Inclusive\nrolled-up\nholiday\nallowance\n(8.33%)", "Start Date", "Day &\nStart\nTime", "Length of\ncourse\n(weeks)", "Hours\nPer\nWeek", "Total\nHours\nper\nCourse" ], "rows": [ [ "", "", "", "", "", "", "", "", "", "", "", "0" ], [ "", "", "", "", "", "", "", "", "", "", "", "0" ], [ "", "", "", "", "", "", "", "", "", "", "", "0" ], [ "", "", "", "", "", "", "", "", "", "", "", "0" ], [ "", "", "", "", "", "", "", "", "", "", "", "0" ] ], "row_count": 5, "col_count": 12 }, { "headers": [ "Part/Paragraph\nNumber/Page No", "Amendment", "Date of\nAmendment" ], "rows": [ [ "", "", "" ], [ "6.3", "Amend to include safeguarding statement", "May 2012" ], [ "Throughout", "Update IOM College to IOM College of Further\nand Higher Education", "May 2012" ], [ "Appendix 9", "Remove second paragraph", "May 2012" ], [ "Insert this amendment record", "", "May 2012" ], [ "6.11", "Make changes to references", "May 2012" ], [ "2.2", "Update paragraph with the references that apply\nto sessional lecturers", "May 2012" ], [ "12.4 and 12.5", "Insert revised sections re HE remission", "July 2012" ], [ "Paragraph 14 Staff Meetings", "Removal of items (a) and (b)", "July 2012" ], [ "Appendix 9", "1st sentence - removal of the word ‘of’ so ends\n… learning and development", "July 2012" ], [ "Reference to Pensions Division", "Amended to Public Sector Pensions Authority", "July 2012" ], [ "Amendment 34.2(a)", "Amended reference from section 36 to section 35", "August 2012" ], [ "Appendix 4 – Disciplinary Procedure\n- new 2.4", "Insert provision for right to be accompanied in\ncircumstances where a lecturer is advised of an\nallegation of gross misconduct", "October 2012" ], [ "Appendix 4 – updated Disciplinary\nProcedure", "Re-ordering of procedure as per JNC minutes", "May 2013" ], [ "Appendix 2, paragraphs 2.7; 8.3;\nAppendix 3, paragraph 2.10;\nAppendix 4, paragraph 2.15 and\nAppendix 5, paragraph 7", "To include reference to Assistant HR Adviser post", "October 2013" ], [ "Section 36.7 - Maternity Pay, page\n29", "Amended wording to clarify maternity pay", "October 2013" ], [ "Paragraph 5(a)", "Amended wording to reflect Professional\nStandards for Teachers and trainers", "October 2014" ], [ "Appendix 9", "Amended Application form wording to remove\nthe word ‘revised’", "October 2014" ], [ "New Appendix 2 and re-numbering\nother appendices", "Insertion of Professional Standards for Teachers\nand Trainers in Education and Training –\nEngland", "October 2014" ], [ "Updates in relation to incorporating\nrole of Director of Education in\nprocedures.", "Appendix 3 – amend 2.5, 4.2\nAppendix 4 – 2.8, 3.1, 3.4\nAppendix 5 – 2.4, 4.2\nAppendix 7 – to reflect the above in the table", "October 2015" ], [ "Change of organisation name from\nIsle of Man College of Further and\nHigher Education to University\nCollege Isle of Man", "Amended organisation name", "April 2016" ], [ "Reinstate paragraph 7.3", "Insert paragraph 7.3", "June 2016" ] ], "row_count": 22, "col_count": 3 }, { "headers": [ "Remove reference to\nCITLLS/DITLLS and replace with\n‘formal initial teacher education’", "Paragraph 12.2 amended", "June 2016" ], "rows": [ [ "Updated paragraph 6.5 in relation to\ndeclaring secondary employment", "Paragraph 6.5 amended", "October 2016" ], [ "Update Dept name; Inclusion and\nSafeguarding name and\nprocedures", "", "June 2018" ], [ "Replacement of Appendix 9 to", "Replacement of Appendix 9", "November 2018" ], [ "update re Sessional Lecturers and\nremove references to Associate\nLecturer", "", "" ], [ "Update to remove retirement age", "", "January 2019" ], [ "New paragraph 6.2 in relation to\nDBS checks", "Insert new para 6.2", "March 2019" ], [ "Signed JNC constitution", "Insert signed document", "January 2020" ], [ "Amendments to Performance\nManagement and Appraisal Policy\nand insert CPD record", "Changes to remove references to threshold and\nclearly state that additional increments are also\nsubject to meeting requirements of Pay Policy.\nInsert CPD record", "July 2020" ], [ "Correct para numbering in 6.11", "Para numbering changed from 6.9.4 to 6.10.4\nand 6.9.5 to 6.10.5", "Sept 2020" ], [ "Insert revised Performance\nManagement and Appraisal for\nLecturers", "Replacement of Appendix 8", "November 2020" ], [ "Amending application form on page\n94 so has UCM logo and not IOMC", "Replacement of application form on page 94", "Feb 21" ], [ "Amending Performance\nManagement and Appraisal for\nLecturers", "Removing links to pay", "March 2021" ] ], "row_count": 12, "col_count": 3 }, { "headers": [ "Name:", "", "", "", "", "", "", "", "" ], "rows": [ [ "Area(s) for Improvement: Date:", "", "", "", "", "", "", "", "" ], [ "Key Task(s)", "Actions Required", "Start\nDate", "Methods Of\nMonitoring\nProgress", "Monitored\nBy", "Success\nCriteria", "Resources/\nSupport", "Date To\nBe\nAchieved\nBy", "Date\nAchieved" ], [ "", "", "", "", "", "", "", "", "" ] ], "row_count": 3, "col_count": 9 }, { "headers": [ "Activity\nDate (s)\nand\nDuration", "Nature of Professional Development", "Impact Value /\nImpact on my\nteaching", "Use Value\nImpact on learners\n& their learning" ], "rows": [ [ "", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "Achievements, (Things I am proud of):" ], "rows": [ [ "Challenges, (Things that stretched me):\n." ], [ "Anything else you’d like to discuss:" ], [ "Impact of professional development activities identified last year – (See CPD record)" ], [ "Professional development opportunities identified for the coming year" ], [ "Short, medium and long-term career aspirations" ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "Activity\nDate (s)\nand\nDuration", "Nature of Professional Development", "Impact Value /\nImpact on my\nteaching", "Use Value\nImpact on learners\n& their learning" ], "rows": [ [ "", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "", "", "", "" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "Achievements, (Things I am proud of):" ], "rows": [ [ "Challenges, (Things that stretched me):\n." ], [ "Anything else you’d like to discuss:" ], [ "Impact of professional development activities identified last year – (See CPD record)" ], [ "Professional development opportunities identified for the coming year" ], [ "Short, medium and long-term career aspirations" ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "Role", "Remission" ], "rows": [ [ "Quality Coordinator", "108" ], [ "14 –16 Coordinator", "108" ], [ "Level 1 Vocational Lead", "108" ], [ "Health & Safety Rep", "216" ], [ "Digital Learning Coordinator", "151.2" ], [ "Assistant ProgrammeManager", "108 –216" ], [ "Programme Manager", "216 –324" ], [ "Head of Faculty", "540 ‐612" ] ], "row_count": 8, "col_count": 2 }, { "headers": [ "Area", "Remission for\nInternal\nVerification Hrs" ], "rows": [ [ "Digital Enterprise", "561" ], [ "Creative & Leisure", "431" ], [ "Environment & Sustainability", "436" ], [ "Wellbeing", "269" ], [ "", "" ], [ "Access", "62" ], [ "Education", "11" ] ], "row_count": 7, "col_count": 2 }, { "headers": [ "", "Job Title", "", "[proposed job title and salary grade]", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "Department/Faculty", "", "[Department/Faculty]", "", "", "", "", "", "", "", "" ], [ "", "Staff Authori\nReplacement for existing", "s", "ation Request Form\n[Yes/No]", "", "", "", "", "", "", "", "" ], [ "", "post?", "", "", "", "", "", "", "", "", "", "" ], [ "If Yes, please add existing\npostholder details", "If Yes, please add existing", "", "", "Name", "", "", "", "", "", "", "" ], [ "", "postholder details", "", "", "Salary", "", "", "", "", "Spine Point", "", "" ], [ "", "", "", "", "Fraction/hours", "", "", "", "", "End date", "", "" ], [ "", "Permanent post?", "", "[Yes/No]", "", "", "", "", "", "", "", "" ], [ "", "If No, please provide LTA", "", "From", "", "", "", "", "To", "", "", "" ], [ "", "details", "", "", "", "", "", "", "", "", "", "" ], [ "", "Type of contract", "", "[contract type, i.e. Civil Service (AO)]", "", "", "", "", "", "", "", "" ], [ "", "requested", "", "", "", "", "", "", "", "", "", "" ], [ "", "FTE / hours required", "", "[FTE/Weekly hours]", "", "", "", "", "", "", "", "" ], [ "", "Salary Scale", "", "", "From", "", "", "", "", "To", "", "" ], [ "", "Spine point", "", "", "", "", "", "", "", "", "", "" ], [ "", "Job description updated", "", "Yes (New proposed JD must be attached to this request)", "", "", "", "", "", "", "", "" ], [ "", "and attached?", "", "", "", "", "", "", "", "", "", "" ], [ "", "Brief Description of Duties", "", "Use bullet points in this section", "", "", "", "", "", "", "", "" ], [ "Rationale for Request", "Rationale for Request", "", "Explain why this new/replacement role is needed. How will UCM and\nstudents benefit from this post. Also explain whether you have funds\nin your budget to pay for this role (more complicated if it’s a new\nrole as extra funding needs to be applied, easier with replacement\nrole, specially when new person is starting on lower salary or\nreduced hours).", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "Existing team structure /", "", "Show how your team is currently utilised, why this new post/role is\nneeded?", "", "", "", "", "", "", "", "" ], [ "", "utilisation (if", "", "", "", "", "", "", "", "", "", "" ], [ "", "teaching/support)", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 22, "col_count": 12 }, { "headers": [ "", "Requesting Manager:", "", "", "Date:", "" ], "rows": [ [ "", "", "", "", "", "" ], [ "", "SLT Lead:", "", "", "Date:", "" ], [ "", "", "", "", "", "" ] ], "row_count": 3, "col_count": 6 } ] }, { "case_id": 2505469, "title": "Eligibility breakdown for Free School Meals", "authority": "Department of Education, Sport and Culture", "date_received": "2022-06-21", "outcome": "All information sent", "summary": "The request sought the number of children eligible for free school meals and a breakdown by specific parental benefits. The Department of Education, Sport and Culture disclosed the total number of students in receipt of meals and the number of applicants eligible under three specific benefit categories as of May 2022.", "key_facts": [ "The data provided is accurate as of 30th May 2022.", "There were 2110 students in receipt of free school meals.", "495 applicants were eligible due to receiving Income Support.", "1026 applicants were eligible due to receiving Employed Persons Allowance.", "41 applicants were eligible due to receiving Income Based Job Seekers Allowance." ], "data_mentioned": [ "2110 students", "495 applicants", "1026 applicants", "41 applicants", "30th May 2022", "21 June 2022", "22nd June 2022", "19 July 2022", "2505469" ], "exemptions_cited": [], "tables": [ { "headers": [ "The total number of students in receipt of free school meals is as follows:" ], "rows": [ [ "" ], [ "2110 students" ], [ "The total number of applicants (parents/carers) eligible for free school meals due to" ], [ "receiving Income Support is as follows:" ], [ "" ], [ "495 applicants" ], [ "The total number of applicants (parents/carers) eligible for free school meals due to" ], [ "receiving Employed Persons Allowance is as follows:" ], [ "" ], [ "1026 applicants" ], [ "The total number of applicants (parents/carers) eligible for Free school meals due to" ], [ "receiving Income Based Job Seekers Allowance is as follows:" ], [ "" ], [ "41 applicants" ] ], "row_count": 14, "col_count": 1 }, { "headers": [ "Please note that the breakdown of figures does not equal the total number of students" ], "rows": [ [ "in receipt of free school meals as we are only able to export the breakdown of data by" ], [ "applicant. The applicant may have more than one child attached to their record." ], [ "" ], [ "Please quote the reference number 2505469 in any future communications." ] ], "row_count": 4, "col_count": 1 } ] }, { "case_id": 2524909, "title": "Gender identification", "authority": "Department of Education, Sport and Culture", "date_received": "2022-07-06", "outcome": "Some information sent but part exempt", "summary": "The request sought all communications between the Department of Education, Sport and Culture and external organizations regarding gender identification. The authority released several documents including questionnaires and emails from Edge Hill University and the Rainbow Flag Award, but redacted personal details under an absolute exemption.", "key_facts": [ "The request was received on 2022-07-06 and the outcome was issued on 2022-08-03.", "Six appendices were provided, including communications from Edge Hill University and The Proud Trust (Rainbow Flag Award).", "One appendix contained a questionnaire question for Year 10 students asking 'How do you identify?'.", "Personal information such as names and email addresses was redacted from the released documents.", "The response included a warning to schools to quality check resources regarding trans identities." ], "data_mentioned": [ "2022-07-06", "2022-08-03", "15 October 2021", "10 November 2020", "Year 10", "1980's", "Section 28", "Charity number: 1161102", "case_id: 2524909", "11 pages", "4 documents" ], "exemptions_cited": [ "Section 25 2(b)(i)&(ii) (Absolutely exempt personal information)" ], "tables": [ { "headers": [ "", ">" ], "rows": [ [ "15 October 2021 13:19", "" ], [ "Primary Headteachers", "" ], [ "", "" ], [ "", "" ], [ "FW: Faculty of Education FREE CPD Hub", "" ] ], "row_count": 5, "col_count": 2 } ] }, { "case_id": 2526742, "title": "Primary school class sizes", "authority": "Department of Education, Sport and Culture", "date_received": "2022-07-07", "outcome": "All information sent", "summary": "The request sought current Year 5 and expected Year 6 class sizes for Scoill Phurt Le Moirrey and Rushen Primary Schools, including breakdowns for combined year groups. The Department of Education, Sport and Culture disclosed all requested data, detailing specific pupil counts for the 2021/2022 and 2022/2023 academic years.", "key_facts": [ "Scoill Phurt Le Moirrey had 29 pupils in Year 5 for the 2021/2022 academic year.", "Rushen Primary School had 41 pupils in Year 5 for the 2021/2022 academic year.", "For 2022/2023, Scoill Phurt Le Moirrey will operate two combined Year 5/6 classes with 25 and 26 pupils respectively.", "For 2022/2023, Rushen Primary School will operate three combined Year 5/6 classes, each containing 28 pupils.", "The response was issued on 26 July 2022 with the outcome 'All information sent'." ], "data_mentioned": [ "29", "30", "25", "26", "11", "15", "10", "41", "40", "28", "13", "14", "2021/2022", "2022/2023", "2022-07-07", "2022-07-26", "2526742" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "Academic Year", "Year Group", "Total Class Size", "Class Configuration", "Breakdown by Year Group" ], "rows": [ [ "Scoill Phurt Le Moirrey Primary School", "2021/2022", "Year 5", "29", "Single Class", "29 Year 5 pupils" ], [ "2022/2023", "Year 6", "30", "Two Year 5/6 Classes", "Class 1: 11 Year 5, 15 Year 6 Class 2: 10 Year 5, 15 Year 6", "" ], [ "Rushen Primary School", "2021/2022", "Year 5", "41", "Single Class", "41 Year 5 pupils" ], [ "2022/2023", "Year 6", "40", "Three Year 5/6 Classes", "Class 1: 15 Year 5, 13 Year 6 Class 2: 15 Year 5, 13 Year 6 Class 3: 14 Year 5, 14 Year 6", "" ] ], "row_count": 4, "col_count": 6 } ] }, { "case_id": 2536561, "title": "Union action", "authority": "Department of Education, Sport and Culture", "date_received": "2022-07-18", "outcome": "Some information sent but not all held", "summary": "The request sought data on school days lost to union action and staff absences in 2021-2022, to which the Department of Education responded with partial data covering specific periods while clarifying that no classes were sent home after the school day commenced.", "key_facts": [ "The Department confirmed it has not sent classes home once the school day has commenced.", "Some year groups were advised in advance to study from home due to staff absence levels.", "Data was provided for three specific periods: 08/09/21-29/03/22, 29/03/22-25/05/22, and 25/05/22-21/07/22.", "Primary schools reported zero days where children were asked to work from home during the period 25/05/22-21/07/22.", "The response included data for five high schools: Ballakermeen, Castle Rushen, Queen Elizabeth II, St Ninian's, and Ramsey Grammar." ], "data_mentioned": [ "08/09/21-29/03/22", "29/03/22-25/05/22", "25/05/22-21/07/22", "10 days (Ballakermeen Year 9 total)", "0.5 days (Castle Rushen Year 11)", "6 days (St Ninian's Year 9 total)", "4 days (Ramsey Year 9 total)", "0 days (Queen Elizabeth II High School total for first period)", "2 days (St Ninian's Year 9 for second period)", "3 days (Ballakermeen Year 8 for third period)" ], "exemptions_cited": [ "Information not held or cannot be found after taking reasonable steps" ], "tables": [ { "headers": [ "Year group", "Number of days per month", "Total\nnumber of\ndays" ], "rows": [ [ "Year 7", "", "0" ], [ "Year 8", "", "0" ], [ "Year 9", "October - 3\nJanuary - 2\nMarch - 5", "10" ], [ "Year 10", "October - 2\nJanuary - 3\nMarch - 3", "8" ], [ "Year 11", "December - 2", "2" ], [ "Year 12", "January - 3", "3" ], [ "Year 13", "December- 2", "2" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Year group", "Number of days per month", "Total\nnumber of\ndays" ], "rows": [ [ "Year 7", "", "0" ], [ "Year 8", "", "0" ], [ "Year 9", "December - 1\nJanuary - 1\nMarch - 2", "4" ], [ "Year 10", "December - 2\nJanuary - 1\nMarch - 2", "5" ], [ "Year 11", "December - PM (Games session only)", "0.5" ], [ "Year 12", "December: 2\nIncluding 1 x AM only (Non-academic enrichment only –\nStudents were able to stay in school for private study) & 1 x\nPM only (Non-academic enrichment only – Students were\nable to stay in school for private study)", "2" ], [ "Year 13", "December: 1\n1 x AM only (Non-academic enrichment only – Students\nwere able to stay in school for private study)\n1 x PM only (Non-academic enrichment only – Students\nwere able to stay in school for private study)", "1" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Year group", "Number of days per month", "Total\nnumber of\ndays" ], "rows": [ [ "Year 7", "", "0" ], [ "Year 8", "", "0" ], [ "Year 9", "January - 1\nFebruary - 1\nMarch - 4", "6" ], [ "Year 10", "March -4", "4" ], [ "Year 11", "", "0" ], [ "Year 12", "", "0" ], [ "Year 13", "", "0" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Year group", "Number of days per month", "Total\nnumber of\ndays" ], "rows": [ [ "Year 7", "", "0" ], [ "Year 8", "", "0" ], [ "Year 9", "January -2\nMarch - 2", "4" ], [ "Year 10", "January - 1\nMarch - 2", "3" ], [ "Year 11", "", "0" ], [ "Year 12", "", "0" ], [ "Year 13", "", "0" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Year group", "Number of days per month", "Total\nnumber of\ndays" ], "rows": [ [ "Year 7", "", "0" ], [ "Year 8", "", "0" ], [ "Year 9", "", "0" ], [ "Year 10", "", "0" ], [ "Year 11", "", "0" ], [ "Year 12", "", "0" ], [ "Year 13", "", "0" ] ], "row_count": 7, "col_count": 3 } ] }, { "case_id": 2589469, "title": "Northern Schools Capacity and Roles", "authority": "Department of Education, Sport and Culture", "date_received": "2022-08-18", "outcome": "All information sent", "summary": "A request was made for the maximum pupil capacity and anticipated September 2022 roll numbers for six specific schools in the Isle of Man. The Department of Education, Sport and Culture disclosed all requested data, providing full capacity and enrollment figures for each institution.", "key_facts": [ "The request covered Andreas, Jurby, Sulby, Dhoon, Bunscoill Rhumsaa, and Ramsey Grammar School.", "Ramsey Grammar School has the highest maximum capacity at 1005 pupils.", "Bunscoill Rhumsaa has the highest maximum capacity among primary/community schools at 680 pupils.", "All requested information regarding capacity and roll numbers was released without redaction.", "The response was issued on 15 September 2022, following a request received on 18 August 2022." ], "data_mentioned": [ "175", "100", "200", "680", "1005", "80", "58", "151", "71", "477", "980", "2022-08-18", "2022-09-15", "2589469" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "Maximum Pupil Capacity" ], "rows": [ [ "Andreas Primary School", "175" ], [ "Jurby Community School", "100" ], [ "Sulby Primary School", "200" ], [ "Dhoon Primary School", "100" ], [ "Bunscoill Rhumsaa", "680" ], [ "Ramsey Grammar School", "1005" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "School", "Number on Roll" ], "rows": [ [ "Andreas Primary School", "80" ], [ "Jurby Community School", "58" ], [ "Sulby Primary School", "151" ], [ "Dhoon Primary School", "71" ], [ "Bunscoill Rhumsaa", "477" ], [ "Ramsey Grammar School", "980" ] ], "row_count": 6, "col_count": 2 } ] }, { "case_id": 2610689, "title": "trainee lawyers", "authority": "Attorney General's Chambers", "date_received": "2022-09-05", "outcome": "All information sent", "summary": "The requester asked for a summary of trainee legal roles by division and year for the current and previous two financial years. The Attorney General's Chambers disclosed that only one trainee advocate was appointed during the 2020/21 financial year, with no other positions filled within the requested timeframe.", "key_facts": [ "Only one trainee advocate position was appointed within the scope of the request.", "The appointment occurred during the 2020/21 financial year.", "The role was supervised by Her Majesty's Solicitor General.", "The position required meeting Isle of Man Law Society guidance and degree requirements.", "No trainee legal roles were appointed in the other financial years covered by the request." ], "data_mentioned": [ "2020/21", "2022-09-05", "2022-09-29", "2610689", "1769557", "2 February 2020", "5 pages", "2 documents" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "Essential or\nDesirable", "Method of\nAssessment" ], "rows": [ [ "Credibility", "", "" ], [ "Applicant must meet the Isle of Man Law\nSociety’s requirements of a second class\nhonours degree in:-\neither –\nA qualifying law degree,\nor\nA non-law degree and\na Conversion Course\n(Graduate Diploma in Law)\nAnd either hold or be in the process of\nattaining\nThe Legal Practice Certificate\nor\nThe Bar Vocational Training Course", "E", "CV" ], [ "Have relevant experience of providing\nadministrative support in an office\nenvironment", "D", "CV/Interview" ], [ "Have open conversations", "E", "Interview" ], [ "Build supportive relationships", "E", "Interview" ], [ "Customer focus", "E", "CV/Interview" ], [ "Be professional and credible", "E", "Interview" ] ], "row_count": 7, "col_count": 3 }, { "headers": [ "Experience of working as a part of a multi-\ndisciplinary team", "D", "CV/Interview" ], "rows": [ [ "Present legal propositions confidently and\nclearly", "E", "CV/Assessment/Interview" ], [ "Capability", "", "" ], [ "Future focused", "E", "CV/Interview" ], [ "Computer literate with a good working\nknowledge of MS packages", "E", "CV/Interview" ], [ "Be an effective communicator both orally and\nin writing", "E", "CV/Interview/Assessment" ], [ "Ability to make considered decisions", "E", "Assessment/Interview" ], [ "Supports continuous improvement", "E", "Interview" ], [ "Character", "", "" ], [ "Good organisational and prioritisation skills", "E", "Assessment/Interview" ], [ "Produce work that is accurate and relevant\nwith attention to detail", "E", "Assessment/Interview" ], [ "Be a self-motivated learner who is eager to\nlearn", "E", "CV/Interview" ], [ "Have the ability to quickly assimilate\ninformation of a technical nature", "E", "Assessment/Interview" ], [ "Trust and is trusted", "E", "Interview" ], [ "Have positive outlook, energy and drive", "E", "Interview" ], [ "Other requirements", "", "" ], [ "Isle of Man Worker", "D", "Application/Checks" ], [ "Satisfactory Police Check", "E", "Application/Checks" ] ], "row_count": 17, "col_count": 3 } ] }, { "case_id": 2636993, "title": "Results", "authority": "Department of Education, Sport and Culture", "date_received": "2022-09-15", "outcome": "No information sent - all held but exempt", "summary": "The requester asked for a breakdown of GCSE and A-Level results by school, and the Department of Education, Sport and Culture provided a detailed table of performance statistics for five schools despite stating the outcome as 'all held but exempt'.", "key_facts": [ "The request was received on 2022-09-15 and responded to on 2022-02-10-18.", "Data was provided for five schools: Ballakermeen High, Castle Rushen High, Queen Elizabeth 2 High, Ramsey Grammar, and St Ninian's High.", "The response includes Level 1/2 pass rates, A*-A percentages, and 5+ Level 2 achievement rates.", "The response includes Level 3 (A-Level) percentages for A*-E, A*-C, and A*-B grades.", "The authority stated the outcome as 'No information sent - all held but exempt' while simultaneously providing the data." ], "data_mentioned": [ "2636993", "2022-09-15", "2022-10-18", "99", "75", "20", "66", "61", "98", "76", "25.2", "65.8", "55.8", "98.5", "73.9", "21", "69.1", "62.6", "74", "23", "70", "62", "97", "70", "14.3", "63", "58", "97.3", "46.2", "73.4", "99.5", "54.8", "80.8", "51.4", "79.1", "100", "63", "83", "98", "48", "68" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "% Level\n1 / 2\npass rate", "% level\n2 pass\nrate", "% A*-A", "% of\nstudents\nachieving\n5+ level 2", "%\nachieving\n5+ level 2\nEM" ], "rows": [ [ "Ballakermeen High\nSchool", "99", "75", "20", "66", "61" ], [ "Castle Rushen\nHigh School", "98", "76", "25.2", "65.8", "55.8" ], [ "Queen Elizabeth 2\nHigh School", "98.5", "73.9", "21", "69.1", "62.6" ], [ "Ramsey Grammar\nSchool", "98", "74", "23", "70", "62" ], [ "St Ninian’s High\nSchool", "97", "70", "14.3", "63", "58" ] ], "row_count": 5, "col_count": 6 }, { "headers": [ "School", "% A*-E", "%A*-C", "%A*-B" ], "rows": [ [ "Ballakermeen High\nSchool", "97.3", "46.2", "73.4" ], [ "Castle Rushen High\nSchool", "99.5", "54.8", "80.8" ], [ "Queen Elizabeth 2\nHigh School", "99.5", "51.4", "79.1" ], [ "Ramsey Grammar\nSchool", "100", "63", "83" ], [ "St Ninian’s High\nSchool", "98", "48", "68" ] ], "row_count": 5, "col_count": 4 } ] }, { "case_id": 2664605, "title": "Gender balance of Primary school teachers.", "authority": "Department of Education, Sport and Culture", "date_received": "2022-09-27", "outcome": "All information sent", "summary": "A request was made for statistics on the gender balance of primary school teachers in the Isle of Man as of September 2022 and details on any schools lacking male teachers. The authority responded by sending all requested information, including a 2019 Equal Opportunities Employee Handbook, though the specific statistical data is not visible in the provided text excerpt.", "key_facts": [ "The request was received on 2022-09-27 and the outcome was 'All information sent' on 2022-10-18.", "The response included 43 pages across 3 documents.", "The Isle of Man Government is committed to promoting equal opportunities and fairness at work.", "The response included the 'Promoting Equal Opportunities Employee Handbook' dated June 2019.", "The handbook outlines protections against discrimination based on sex, age, race, and other grounds." ], "data_mentioned": [ "2022-09-27", "2022-10-18", "43", "3", "June 2019", "2018", "2006", "2001", "2017" ], "exemptions_cited": [], "tables": [ { "headers": [ "Version", "Author", "Date", "Changes" ], "rows": [ [ "", "", "", "" ], [ "V0.1", "", "", "First Draft" ], [ "V0.2", "", "", "Amendments following consultation" ], [ "V0.3", "", "19/04/2022", "Final Draft approved by SLT" ], [ "V1.0", "", "01/06/2022", "Version 1.0 published" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "Cronk-y-Berry School", "15.5", "", "15.5" ], "rows": [ [ "Dhoon School", "2.6", "1", "3.6" ], [ "Foxdale School", "4.31", "1", "5.31" ], [ "Henry Bloom Noble School", "18.6", "1.5", "20.1" ], [ "Jurby Community School", "3.7", "1", "4.7" ], [ "Kewaigue School", "4.8", "1", "5.8" ], [ "Laxey School", "8.4", "2", "10.4" ], [ "Manor Park School", "3.9", "0.6", "4.5" ], [ "Marown School", "6.9", "2", "8.9" ], [ "Michael School", "5", "1", "6" ], [ "Onchan School", "18.2", "3", "21.2" ], [ "Peel Clothworkers School", "15.5", "6", "21.5" ], [ "Rushen School", "13.2", "0.6", "13.8" ], [ "Scoill Phurt le Moirrey", "7", "1", "8" ], [ "Scoill Vallajeelt", "7.52", "1.6", "9.12" ], [ "Scoill yn Jubilee", "17.55", "2", "19.55" ], [ "St John's School", "5", "1", "6" ], [ "St Mary's RC School", "12.7", "", "12.7" ], [ "St Thomas CE School", "3.11", "1", "4.11" ], [ "Sulby School", "6.7", "", "6.7" ], [ "Victoria Road School", "10.8", "1", "11.8" ], [ "Willaston School", "8.4", "1", "9.4" ], [ "Total", "276.66", "44.8", "321.46" ] ], "row_count": 22, "col_count": 4 } ] }, { "case_id": 3304261, "title": "Education professional development and review of Crown Prosecution IOM", "authority": "Attorney General's Chambers", "date_received": "2023-08-01", "outcome": "Not required to fulfill request", "summary": "A request for information regarding Crown Prosecutor qualifications, training, and case statistics was partially refused because the authority does not hold the specific data or deemed some questions as not being requests for recorded information. The response clarified that prosecutors are members of the Manx Bar rather than Crown Prosecutors and provided a job description for a Legal Officer in Prosecutions.", "key_facts": [ "The Attorney General's Chambers does not hold information on procedures for auditing prosecutors or statistics on cases not progressed.", "Prosecutors in the Isle of Man are members of the Manx Bar and are not technically 'Crown Prosecutors'.", "There are no formal Continuing Professional Development (CPD) requirements or mandatory training hours for prosecutors.", "Training is provided by the Isle of Man Law Society and various external bodies.", "A job description for a Legal Officer in Prosecutions was enclosed as the closest available document." ], "data_mentioned": [ "March 2017", "2019", "2023-08-01", "2023-08-18", "Section 11(3)(a)", "Section 9(5)(a)(iii)", "Section 11(3)(c)" ], "exemptions_cited": [ "Section 11(3)(a) of the Freedom of Information Act (information not held or cannot be found after reasonable steps)", "Section 9(5)(a)(iii) of the Freedom of Information Act (questions do not constitute an adequate description of recorded information)", "Section 11(3)(c) of the Freedom of Information Act (practical refusal reason)" ], "tables": [ { "headers": [ "", "Qualifications", "", "", "" ], "rows": [ [ "Applicant must be a qualified Isle of man Advocate or a qualified UK Solicitor\nor Barrister", "", "E", "CV/ Certificates", "" ], [ "", "Credibility", "", "", "" ], [ "6+ months post qualification experience providing legal services including\ndefence or prosecution work", "", "D", "CV / Interview", "" ], [ "Build supportive relationships and works collaboratively with stakeholders", "", "E", "Interview", "" ], [ "Experienced working as part of a team and supporting senior colleagues", "", "D", "CV / Interview", "" ], [ "Present legal propositions confidently and clearly", "", "E", "CV / Interview", "" ], [ "Be professional and credible", "", "E", "Interview / Checks", "" ], [ "Up to date knowledge and practice of Manx criminal law", "", "D", "CV /Interview", "" ], [ "Up to date knowledge of Isle of Man Court processes", "", "D", "CV / Interview", "" ], [ "", "Capability", "", "", "" ], [ "Good organisational and time management skills", "", "E", "Interview", "" ], [ "Evidence of continued professional development", "", "D", "CV / Interview", "" ], [ "Confident providing legal advice both orally and in writing", "", "E", "CV / Interview", "" ], [ "Able to plan workload and achieve deadlines under pressure", "", "E", "CV /Interview", "" ], [ "IT literate with a good working knowledge of Microsoft Office, case\nmanagement systems and experience of working in a primarily digital\nenvironment", "", "E", "CV/ Interview", "" ], [ "", "Character", "", "", "" ], [ "Mature, confident and highly credible", "", "E", "Interview", "" ], [ "Ability to remain calm under pressure", "", "E", "Assessment\n/Interview", "" ], [ "A high level of integrity", "", "E", "Interview", "" ], [ "Self-motivated and comfortable taking initiative", "", "E", "Interview", "" ], [ "Self-reliant with excellent organisation skills", "", "E", "Interview", "" ], [ "Good team player", "", "E", "CV/ Interview", "" ], [ "Demonstrable commitment to treating others with compassion, dignity\nand respect", "", "E", "Interview", "" ], [ "Trust and is trusted", "", "E", "CV/ Interview", "" ], [ "", "Other requirements", "", "", "" ], [ "Isle of Man Worker", "", "D", "Application/Checks", "" ], [ "Able to participate in the out of hours rota, attending Court at weekends and\nBank Holidays", "", "E", "CV/ Interview", "" ], [ "Satisfactory Police Check", "", "E", "Application/Checks", "" ] ], "row_count": 28, "col_count": 5 } ] }, { "case_id": 3814753, "title": "Dyslexia", "authority": "Department of Education, Sport and Culture", "date_received": "2024-04-23", "outcome": "No information sent - all held but exempt", "summary": "The requester asked for data on dyslexia training for teachers, diagnosis rates, funding, and literacy outcomes in Isle of Man primary schools between November 2019 and May 2024. The Department of Education disclosed limited statistics on teacher training but refused to provide diagnosis numbers citing a practical refusal under the Freedom of Information Act.", "key_facts": [ "Only 6 teachers across 3 schools received formal dyslexia training between November 2019 and April 2024.", "18 schools reported no formal dyslexia training for teachers within the past 5 years.", "9 schools provided no information or did not respond regarding teacher training.", "The Department does not hold data on the number of children formally diagnosed with dyslexia.", "Schools do not diagnose dyslexia; teachers are tasked with assessing literacy needs instead." ], "data_mentioned": [ "6", "3", "18", "9", "25/11/2019", "20/04/2024", "23 April 2024", "22nd May 2024", "25th April 2024", "5 years" ], "exemptions_cited": [ "Freedom of Information Act 2015 section 11(2)(b)", "Freedom of Information Act 2015 section 11(3)(a)" ], "tables": [ { "headers": [ "Information Based on School\nResponses", "No. of\nTeachers", "No. of Schools" ], "rows": [ [ "Formal training in dyslexia received\nbetween 25/11/2019 – 20/04/2024", "6", "3" ], [ "No formal training within the past 5 years", "-", "18" ], [ "No information on training held/no\nresponse received", "-", "9" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "2022" ], "rows": [ [ "29.8% did not reach expected attainment" ], [ "2023" ], [ "27.5% did not reach expected attainment" ], [ "" ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "2022" ], "rows": [ [ "25.7% did not reach expected attainment" ], [ "2023" ], [ "23.4% did not reach expected attainment" ] ], "row_count": 3, "col_count": 1 } ] }, { "case_id": 3849821, "title": "Pupil Behaviour Management and Allied Issues", "authority": "Department of Education, Sport and Culture", "date_received": "2024-05-09", "outcome": "Some information sent but part exempt", "summary": "The request sought detailed data on vandalism costs, staff feedback, and disciplinary actions under the Education Act 2001 for Isle of Man secondary schools, but the response primarily disclosed a 'Ready to Learn Refresh' policy document outlining behavioral expectations and mobile device rules.", "key_facts": [ "The Department of Education, Sport and Culture responded with a 'Ready to Learn Refresh' policy for the 2023-24 academic year.", "The most disruptive classroom behaviors identified are not following instructions, mobile device use, lateness, and lack of equipment.", "Mobile devices are prohibited during learning time, including travel between classrooms, unless used for specific learning tasks with permission.", "Violations of mobile device policies result in escalating sanctions including ePraise logs, break reflections, and removal to a Recovery Room.", "The outcome was classified as 'Some information sent but part exempt', indicating specific data on vandalism costs and Section 21 reports was withheld." ], "data_mentioned": [ "2023-24", "8:40AM – 10:45AM", "11:05AM – 12:45PM", "13:45PM – 15:25PM", "S3", "S4", "2021-22", "2022-23", "Section 21(1)", "Section 21(2)", "Education Act 2001" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "" ], "rows": [ [ "14 April 2024 20:45", "" ], [ "CRHS All Staff", "" ], [ "Thought for this week", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "", "" ], "rows": [ [ "28 April 2024 23:45", "" ], [ "CRHS All Staff", "" ], [ "Thought for the week", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "", "" ], "rows": [ [ "06 May 2024 20:44", "" ], [ "CRHS All Staff", "" ], [ "Thought for the week", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "", "" ], "rows": [ [ "19 May 2024 21:07", "" ], [ "CRHS All Staff", "" ], [ "Thought for the week", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "", "" ], "rows": [ [ "27 May 2024 22:58", "" ], [ "CRHS All Staff", "" ], [ "Thought for this little week!", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "", "" ], "rows": [ [ "01 October 2023 19:11", "" ], [ "CRHS All Staff", "" ], [ "This week's T&L Email", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "Play music", "", "" ], "rows": [ [ "Offer a polite verbal warning", "", "" ], [ "Request professional courtesy", "", "" ], [ "Strike up a conversation: “I could get an entire class to quiet and focus by going to two", "", "" ], [ "or three students in the front of the classroom and asking a question about a drawing or", "", "" ], [ "painting I was working on,” writes art teacher", "", ". Students in the back won’t" ], [ "want to be left out of the conversation; they’ll get quiet so they can hear.", "", "" ] ], "row_count": 6, "col_count": 3 }, { "headers": [ "", "" ], "rows": [ [ "08 October 2023 17:07", "" ], [ "CRHS All Staff", "" ], [ "This week's T&L Email", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "Shock them: If you happen to know another language—even just a few words or phrases—you", "", "" ], "rows": [ [ "might be able to shock your class into silence, suggests", "", "on Facebook, who likes to" ], [ "deploy some basic German—anything from “Eins! Zwei! Drei!” to “Ich liebe dich.” (It doesn’t", "", "" ], [ "matter if the students know what you’re saying; in fact, it’s probably more shocking if they", "", "" ], [ "don’t.) Our audience also reports that randomly breaking into song has a similar effect, if you", "", "" ], [ "don’t mind looking a little silly.", "", "" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "", "" ], "rows": [ [ "10 September 2023 17:28", "" ], [ "CRHS All Staff", "" ], [ "This week's T&L Email", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "Play music: Putting on music during an activity can help keep kids quiet—or dispel disruption once it’s" ], "rows": [ [ "begun to brew. You could always opt for classical—but if you want to combine a calming orchestral" ], [ "vibe with modern hits your students love, suggests putting on the Vitamin String" ], [ "Quartet—a group that covers pop and rock songs as string music. A few other teachers recommend" ], [ "“lofi hip hop radio (cid:3418)(cid:3419)(cid:3420)(cid:3421)(cid:3422)(cid:3423)(cid:3424)(cid:3425)(cid:3426)– beats to relax/study to”—a popular 24/7 music stream on YouTube." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "", "" ], "rows": [ [ "15 October 2023 16:17", "" ], [ "CRHS All Staff", "" ], [ "This week's T&L Email", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "Go silent: Take things a step further: Become completely silent. “Stand quietly until everyone gets curious as to", "", "" ], "rows": [ [ "why you’re not talking,” suggests", "", ". Consider peppering your silence with the phrase “I’ll wait”—and" ], [ "some well-placed stares. This answer was popular among our audience, but other commenters warned that", "", "" ], [ "silence can backfire when dealing with a particularly rambunctious class, so it’s good to have a back-up plan in", "", "" ], [ "mind.", "", "" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "", "" ], "rows": [ [ "17 September 2023 17:12", "" ], [ "CRHS All Staff", "" ], [ "This week's T&L Email", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "", "" ], "rows": [ [ "24 September 2023 17:19", "" ], [ "CRHS All Staff", "" ], [ "This week's T&L thought", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "Request “professional courtesy”: At Summit Preparatory Charter High School in Redwood City," ], "rows": [ [ "California, teachers in 1:1 classrooms get students’ attention through a request for professional" ], [ "courtesy—meaning “computers are at half-mast, headphones are out, and students are completely" ], [ "present with the teacher in that moment.”" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "COURAGE", "Resilience, Self-awareness, Reflectiveness" ], "rows": [ [ "ASPIRATION", "Exceptional Work\nProblem Solving" ], [ "RESPECT", "Honesty\nRelationships\nCommunication" ], [ "ENDEAVOUR", "Remembering\nOutstanding Effort\nResourcefulness\nContribution to School Life" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "Title of Achievement Point", "Example", "Points Awarded" ], "rows": [ [ "Ready to Learn", "For students who turn up to\nTutor with full equipment,\nfollow the routine – planner on\ndesk.\nAn entire class can be given this\npoint and this point should be\ngiven daily (except when in\nassemblies)", "1" ], [ "Revision Attendance Points", "For attending a revision club", "3" ], [ "Representation Points", "Taking part in a show or\nrehearsal, sports fixture,\ncommunity even etc.", "5" ], [ "Exceptional Leadership", "For students demonstrating\nexceptional leadership in class,\nwhole school and the\ncommunity", "5" ], [ "HOD, Key Stage Lead, SLT Award\nPoints", "For any exceptional work,\ndisplay of CARE values on a\nSubject/Key Stage/ SLT level", "5" ], [ "Head Teacher Award", "For Head Teacher recognition,\nnominations to Afternoon Tea\nCelebrations, Head Teachers\nBook", "10" ] ], "row_count": 6, "col_count": 3 } ] }, { "case_id": 3852509, "title": "Tribal Validation of Schools Spring Term 2024", "authority": "Department of Education, Sport and Culture", "date_received": "2024-05-14", "outcome": "Not upheld", "summary": "A request was made for all documents, costs, and participation data regarding the Tribal validation of five schools in Spring 2024, but the Department of Education, Sport and Culture refused to disclose the information.", "key_facts": [ "The request covered five schools: CRHS, QEII, Kewaigue Primary School, Peel Clothworkers' School, and St Mary's RC School.", "The Department refused the request citing Section 33(b) regarding audit functions.", "A public interest test was conducted, weighing transparency against the need to protect the integrity of the ongoing validation process.", "The validation process is currently in a pilot phase before a three-year cycle begins in September 2024.", "The outcome of the request was 'Not upheld' on 2024-09-17." ], "data_mentioned": [ "2024-05-14", "2024-09-17", "19 pages", "6 documents", "Section 33(b)", "September 2024", "14", "29" ], "exemptions_cited": [ "Section 33(b) Audit Functions" ], "tables": [ { "headers": [ "For disclosure", "Weight", "Against disclosure", "Weight" ], "rows": [ [ "To further public understanding of\ndecisions made by public authorities.", "5", "Clear public interest in protecting the\neffectiveness and integrity of any audit\nprocess.", "4" ], [ "To promote accountability and\ntransparency in relation to decision making\nand the use of public funds by public\nauthorities.", "5", "The Department considers the public\ninterest clearly rests in protecting Tribal’s\nability to carry out its external validation\nof all schools and services. To allow the\nexternal validation team to assess the\naccuracy of the school or services self-\nevaluation judgements against the quality\nassurance framework to enable continued\nwell – informed school improvement\nfreely, frankly and robustly without the\nfear of public or the school’s intrusion.\nIt is in the public interest for Tribal to\nassist and work with the schools and\nservices to enable growth and\ndevelopment priorities to be put in place\nas quickly and as efficiently as possible.", "5" ], [ "Disclosure of the requested information\ncould lead to a greater public confidence in\nthe integrity of the validation process.", "4", "Full disclosure would be likely to harm and\ndisrupt the ability of Tribal to carry out its\nongoing validation of the schools and\nservices. Whilst this process is ongoing it\nwould be likely to hinder the external\nvalidation team’s ability to carry out\nfurther robust validation visits of schools\nor service.\nSection 33(1)(b) is therefore engaged.", "5" ], [ "", "", "Full disclosure of findings could prejudice\nthe implementation of growth priorities\nwhich schools and services need thinking\nspace to fully consider, implement, and\ntest recommendations away from the\npublic gaze.", "5" ], [ "", "", "Full disclosure of the requested\ninformation would be likely to hinder\nongoing monitoring and improvement by\nshifting focus backwards to the validation\nprocess rather than forward to growth and\ndevelopment.\nFurthermore, full disclosure would be\nlikely to harm and disrupt Tribals ability to", "5" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "For disclosure", "Weight", "Against disclosure", "Weight" ], "rows": [ [ "Disclosure of the information would\nsupport transparency and promote\nopenness and accountability to the\ngeneral public.", "5", "Where only the author and contributors\nknow and understand the exact\ncontext of the information to prevent\nmisunderstanding", "4" ], [ "Informing public debate on important\nmatters.", "4", "Disclosure would be likely to inhibit the\nability of public authority staff and\nothers to express themselves openly,\nhonestly and completely, or to explore\noptions, when providing advice or\ngiving their views as part of the\nprocess of deliberation. Disclosing such\ninformation could therefore impair the\nquality of decision making by the public\nauthority.", "5" ], [ "", "", "The authority needs a “safe space” in\nwhich to develop ideas or make\ndecisions and disclosure may prejudice\nthis and/or interfere with or distract\nfrom the processing any other way, or\nwould prejudice or undermine the\ndecision itself, rather that the\nfrankness of the discussions\nspecifically.", "5" ], [ "", "", "The matter is live", "5" ], [ "", "", "The information could be\nmisinterpreted. Disclosure may impact\ncore authority functions. Disclosure\nmay therefore not be in the public\ninterest.", "5" ], [ "", "", "", "" ], [ "Total", "9", "Total", "24" ] ], "row_count": 7, "col_count": 4 }, { "headers": [ "For disclosure", "Weight", "Against disclosure", "Weight" ], "rows": [ [ "Accountability for the spending of public\nfunds. Ensuring that public money is\nbeing used effectively and Departments\nare getting value for money when\npurchasing goods and services.", "5", "The External Validation is presently live\nand ongoing", "5" ], [ "Accountability - Need to ensure that\ncommercial activities are conducted in\nan open and honest way.", "5", "The Department’s ability to obtain the\nbest financial outcomes from a quick\nquote process requires a level starting\nposition for all tenderers.\nIf the cost is released this would\nprovide an indication to all businesses\nwho tender for similar projects in\nfuture and would therefore likely\nimpact the Department’s ability to\nobtain the best value for money (from\npublic funds).", "5" ], [ "", "", "Ensuring that the Government and the\nDepartment is getting value for money\nwhen purchasing goods and services\nwithin a tender process. It is not in the\npublic interest for information to be\ndisclosed that would impact\nGovernment and Departmental\nExpenditure.", "5" ], [ "", "", "There is a need to protect the\ncommercial interests of the private\nsector, which plays an important role in\nthe general health of the economy.", "3" ], [ "", "", "", "" ], [ "Total", "10", "Total", "18" ] ], "row_count": 6, "col_count": 4 }, { "headers": [ "For disclosure", "Weight", "Against disclosure", "Weight" ], "rows": [ [ "There’s a public interest in disclosing\nfactual information used to provide an\ninformed back-ground to decision taking.", "5", "The pilot process of the new Quality\nAssurance model is live.", "5" ], [ "Public participation in the policy is\nappropriate, in the sense of permitting\npeople to contribute to policy prior to a\nfinal decision. Information disclosed prior\nto a decision being taken will facilitate\nmore informed public debate.", "3", "Could result in information being disclosed\nwhich isn’t accurate therefore misleading\nthe public.", "4" ], [ "", "", "To protect the deliberative process and\nprovide a safe space to protect\ninformation in the early stages of policy\nformulation and development.", "5" ], [ "", "", "The need to maintain the quality of\ngovernment policy making by\nfacilitating free and frank exchanges\nbetween civil servants (“the chilling\neffect”) and the thorough consideration\nof all policy options, however extreme,\nwithout including the need to defend\nthem (“safe space”).", "5" ], [ "", "", "", "" ], [ "", "", "", "" ], [ "Total", "8", "Total", "19" ] ], "row_count": 7, "col_count": 4 }, { "headers": [ "Peel Clothworkers", "1 Governor, 12 Parents" ], "rows": [ [ "St Mary’s", "2 Governors, 3 Parents" ], [ "Castle Rushen High School", "2 Governors 8 Parents" ], [ "QEII", "1 Governor" ] ], "row_count": 3, "col_count": 2 } ] }, { "case_id": 3880053, "title": "dyslexia training", "authority": "Department of Education, Sport and Culture", "date_received": "2024-05-23", "outcome": "Some information sent but not all held", "summary": "The requester sought details on formal dyslexia training for 11 teachers, but the Department of Education clarified that only 6 teachers received such training and could not provide CPD points for any course. The authority disclosed course names, lengths, providers, and modes of delivery for the six confirmed cases while noting the original count of 11 was an error.", "key_facts": [ "The Department of Education corrected the number of teachers with formal recognised dyslexia training from 11 to 6.", "Information regarding CPD points awarded for the training courses was not held by the authority.", "Training providers included Nessy.com, Bristol Dyslexia Centre, The School Psychology Service, and the British Dyslexia Association.", "Course durations ranged from 1 hour to 1 year, with modes including online, face-to-face, and workbook follow-ups.", "The error in the previous FOI response (3814753) was attributed to a school misinterpreting the question regarding formal training." ], "data_mentioned": [ "3880053", "3814753", "2024-05-23", "2024-06-21", "11 teachers", "6 teachers", "1 Hour", "5 modules", "3 hours", "90 Minutes", "1 Year", "Level 5" ], "exemptions_cited": [ "Information not held" ], "tables": [ { "headers": [ "Name of the course", "Length\nof\nCourse", "Delivered by", "Mode of\ntraining", "CPD\nPoints" ], "rows": [ [ "Understanding Dyslexia", "1 Hour", "Nessy.com", "Online", "Not Held" ], [ "Dyslexia Training", "5\nmodules", "Bristol Dyslexia\nCentre and\nNessy.com", "Online", "Not Held" ], [ "Dyslexia and Literacy\nDifficulties", "3 hours", "The School\nPsychology\nService.", "3 workbooks to\nfollow up\nonline learning\n– another hour\nper book.", "Not Held" ], [ "Precision Training", "90\nMinutes", "The School\nPsychology\nService", "", "Not Held" ], [ "Understanding Dyslexia", "3 Hours", "Nessy.com", "Online", "Not Held" ] ], "row_count": 5, "col_count": 5 } ] }, { "case_id": 3881913, "title": "National Insurance", "authority": "Treasury", "date_received": "2024-05-24", "outcome": "All information sent", "summary": "The request sought data on National Insurance holiday scheme claims for the Department of Education, Sport and Culture and the wider Isle of Man government from 2017-2018 to date. The Treasury disclosed total monetary claims, the number of beneficiaries, and the count of those still employed for both the specific department and the entire public sector.", "key_facts": [ "The Department of Education, Sport and Culture claimed back £243,276.28 through the scheme.", "86 individuals from the Department of Education, Sport and Culture benefitted from the scheme.", "69 of the beneficiaries from the Department of Education, Sport and Culture are still employed there.", "The total amount claimed back by all eight Government Departments was £1,331,532.04.", "Records do not identify specific job roles (e.g., teacher vs. officer) for the beneficiaries." ], "data_mentioned": [ "2017-2018", "£243,276.28", "86", "69", "£1,331,532.04", "416", "332", "2024-05-24", "2024-06-20", "3881913" ], "exemptions_cited": [], "tables": [ { "headers": [ "Question", "Answer" ], "rows": [ [ "From the financial year 2017-2018 to date, how much money has been claimed back by staff working for the Department of Education, Sport and Culture through the national insurance holiday scheme?", "£243,276.28" ], [ "How many individuals have benefitted from this scheme?", "86" ], [ "How many individuals that benefitted from the scheme are still employed by the department?", "69" ], [ "From the financial year 2017-2018 to date, how much money has been claimed back by staff working for any part of the IoM government* through the national insurance holiday scheme?", "£1,331,532.04" ], [ "How many individuals have benefitted from this scheme?", "416" ], [ "How many individuals that benefitted from the scheme are still employed by the IoM government*?", "332" ] ], "row_count": 6, "col_count": 2 } ] }, { "case_id": 3888490, "title": "List of courses", "authority": "Department of Education, Sport and Culture", "date_received": "2024-05-29", "outcome": "All information sent", "summary": "The requester asked for a list of specific courses for which the Department of Education, Sport and Culture paid grants during the most recent available financial year. The authority responded by disclosing a comprehensive list of over 100 approved course titles that received funding.", "key_facts": [ "The request was made on 2024-05-29 and the response was issued on 2024-06-17.", "The Department of Education, Sport and Culture confirmed that all requested information was sent.", "The response consisted of 24 pages across 2 documents.", "The data covers courses actually paid for during the last financial year, prioritizing 2023/24 or 2022/23.", "The disclosed list includes a wide range of subjects including Law, Medicine, Engineering, Education, and Arts." ], "data_mentioned": [ "2024-05-29", "2024-06-17", "24", "2", "2023/24", "2022/23" ], "exemptions_cited": [], "tables": [ { "headers": [ "iPGCE with IQTS (Primary Education)" ], "rows": [ [ "International MBA - Big Data and Automation (Full-time, Online)" ], [ "BA (Hons) Creative Writing" ], [ "MSc Computer Science with Artificial Intelligence" ], [ "Bachelor of Laws (Honours) (LLB)" ], [ "MBA Masters of Business Administration" ], [ "Dietetics and Leadership MSc" ], [ "Postgraduate Diploma (Law Conversion) PgDL - Full-time Online" ], [ "Master of Arts (by Research)" ], [ "Medicine MB ChB" ], [ "iPGCE with iQTS" ], [ "Mine History" ], [ "Psychology & Counselling" ], [ "Economics" ], [ "PHD-Engineering" ], [ "Sports and Exercise Science" ], [ "Chartered Governance Qualifying Programme" ], [ "BSc (Hons) Paramedic Science" ], [ "International Business and Strategy" ], [ "Economics" ], [ "History" ], [ "Engineering" ] ], "row_count": 21, "col_count": 1 }, { "headers": [ "Discovering the Arts and Humanities" ], "rows": [ [ "Diploma of Higher Education in Criminology DD102" ], [ "Bachelor of Laws (Honours)." ], [ "BA/BSc (Honours) Design and Innovation" ], [ "BA (Honours) Education Studies (Primary)" ], [ "BSC(Hons) Psychology" ], [ "Masters Degree in Education" ], [ "Diplomacy and Foreign Policy" ], [ "Graphic Design" ], [ "Biochemistry" ], [ "MLL Mediation and Alternative Dispute Resolution" ], [ "Natural Sciences MSci (W102)" ], [ "Physics" ], [ "BSc Biological Sciences" ], [ "Primary Education with QTS" ], [ "Mechanical Engineering (H300)" ], [ "Accounting" ], [ "Dance Performance and Choreography" ], [ "Mathematics, Statistics and Data Science" ], [ "Business Management and Spanish" ], [ "Geophysics with geology" ], [ "Integrated Mechanical and Electrical Engineering" ], [ "Sociology" ], [ "English Literature" ], [ "Bioengineering" ], [ "Electronic and Electrical Engineering" ], [ "Creative Writing" ], [ "Sport Management and Coaching" ], [ "Accounting and Finance (N400)" ], [ "BA (Hons) Conservation" ], [ "Civil and Structural Engineering MEng" ], [ "Computer Science" ], [ "MA Education and Social Justice" ], [ "Automotive Engineering" ], [ "Business and Management Bsc (Hons)" ], [ "MSC by Research Ecology" ], [ "Psychology" ], [ "BA (Honours) Education Studies (Primary)" ], [ "Environmental Science (Placement Year) (F752)" ], [ "Computer Science (CS10)" ], [ "Physics and Maths" ], [ "BSc Geography F800" ], [ "French and German Language (With a year Abroad)" ], [ "Education Studies (primary)" ], [ "Civil Engineering (with Integrated Design) MSc" ] ], "row_count": 44, "col_count": 1 }, { "headers": [ "BA (Honours) Education Studies (Primary)" ], "rows": [ [ "History and Politics" ], [ "Biomedical Science" ], [ "Advertising and Marketing" ], [ "Marketing" ], [ "Mathematics (with a year abroad)" ], [ "History (V100) Hons" ], [ "Sport and Exercise Science" ], [ "Accounting and Finance" ], [ "Mechanical Engineering" ], [ "Philosophy and Theology" ], [ "Mathematics" ], [ "Classical Studies" ], [ "MBA Business Administration" ], [ "Archaeology and Anthropology with study year abroad" ], [ "Business Management" ], [ "Politics and Sociology" ], [ "Cannabis Science and Operations" ], [ "Childhood Development and Wellbeing in Practice" ], [ "Business Management with Marketing" ], [ "Computer Science with Artificial Intelligence" ], [ "BEng, Mechanical Engineering" ], [ "Dentistry" ], [ "Sports Education and Dance" ], [ "Archaeology" ], [ "Human nutrition and dietetics" ], [ "Business management and entrepreneurship" ], [ "MSc Business Analytics" ], [ "BA (Hons) Filmmaking" ], [ "English Studies and Climate Change" ], [ "Teaching English to Speakers of Other Languages & a Modern Language (Korean)" ], [ "BSC (HONS) Paramedic Science" ], [ "BA (hons) Textiles in practice" ], [ "Sociology" ], [ "Physics" ], [ "Secondary Mathematics Education with QTS" ], [ "Global Governance and Diplomacy" ], [ "Biological and Medical Sciences" ], [ "Dentistry" ], [ "Biological Sciences" ], [ "Advertising and Design" ], [ "iPGCE with iQTS" ], [ "Law (M100)" ], [ "Graphic Design" ] ], "row_count": 43, "col_count": 1 }, { "headers": [ "Primary Education (5-11) with QTS" ], "rows": [ [ "Adult Nursing" ], [ "Politics and Economics" ], [ "MSC Defence, Development and Diplomacy L2K609" ], [ "BA Animation" ], [ "Biological and Medical Sciences" ], [ "Psychology" ], [ "Computer science" ], [ "Accountancy" ], [ "Animation" ], [ "MSc Psychology" ], [ "Psychology (C800)" ], [ "Politics and International Relations" ], [ "Experimental Arts and Performance" ], [ "English Literature" ], [ "Mathematics" ], [ "BSc (Hons) Nursing" ], [ "Computer Science (Artificial Intelligence) MComp" ], [ "Business & Management" ], [ "History" ], [ "Biology(c100)" ], [ "BSC Hons Journalism" ], [ "Paramedic Science" ], [ "Physics with Planetary and Space Physics" ], [ "Drama and Contemporary Performance" ], [ "Economics" ], [ "Biomedical Sciences" ], [ "Law (M101)" ], [ "Psychology" ], [ "Psychology" ], [ "Fashion Design" ], [ "Filmmaking" ], [ "Fashion Design with Business Studies" ], [ "MSc Business Analytics and Big Data" ], [ "Applied Sport Science" ], [ "BA (Hons) degree in Production Design for Stage and Screen" ], [ "Geography BA" ], [ "Modern Languages: Chinese and Japanese" ], [ "Theology & Religion" ], [ "Economics" ], [ "Paramedic Science" ], [ "Childhood and Early Years Studies" ], [ "Law with Criminology" ], [ "Veterinary Medicine & Surgery" ], [ "MA Media and Communications" ] ], "row_count": 44, "col_count": 1 }, { "headers": [ "Archaeology & Anthropology" ], "rows": [ [ "Media" ], [ "Business and Management (N215)" ], [ "Law with Business LLB (Hons)" ], [ "Media Practice for Development and Social Change MA" ], [ "Modern Languages with Business BA" ], [ "BA (Hons) Acting" ], [ "Master of Arts Music Management" ], [ "Creative and Critical Writing MA" ], [ "Criminology and Psychology" ], [ "MSc Psychology Conversion" ], [ "BA (Hons) History" ], [ "Veterinary Physiotherapy with Placement Year" ], [ "Law (M101)" ], [ "Automotive with Motorsport Engineering" ], [ "BSc(Hons) Digital Management and Marketing" ], [ "Aerospace Engineering MSc" ], [ "Graduate Diploma in Law" ], [ "Astrophysics MSci F511" ], [ "MLA Landscape Architecture" ], [ "Computer Science with an Industrial Placement Year MComp" ], [ "Law with a Year Abroad LLB Hons" ], [ "M100 Law" ], [ "Business with International Business Management" ], [ "History and International Relations with Study Abroad" ], [ "Mathematics" ], [ "Medicine" ], [ "Biomedical science" ], [ "Law LLB (Hons)" ], [ "Physics" ], [ "Optometry (MOptom)" ], [ "Bachelor Of Science (HONS.) in Public Health (P1214)" ], [ "Sports Therapy" ], [ "Primary Early Years Education with QTS" ], [ "Msc Cancer Immunology and Biotechnology" ], [ "Developmental Psychopathology" ], [ "BA Hons Musical Theatre" ], [ "BA Hons Animation" ], [ "International Relations and Social Policy" ], [ "MSc Mathematical Sciences" ], [ "BA (Hons) Dance (Contemporary)" ], [ "BSc (Hons) Cyber Security & Digital Forensic" ], [ "Postgraduate Certificate in Education: Secondary iQTS (English, age 11-18 years)" ], [ "Biomedical Science" ] ], "row_count": 43, "col_count": 1 }, { "headers": [ "Criminology" ], "rows": [ [ "Primary Education" ], [ "Nautical Science" ], [ "MSc Global Development" ], [ "Criminology" ], [ "Law and Criminology" ], [ "Zoology" ], [ "Computer Science" ], [ "Psychology" ], [ "BA Linguistics and Italian" ], [ "Law" ], [ "MSc Language & Linguistics" ], [ "Computer Science" ], [ "Sport and Exercise Science" ], [ "BSc (Honours) Paramedic Science" ], [ "Geography" ], [ "MSc Social Research" ], [ "Human Geography and Environment" ], [ "Mechanical engineering" ], [ "Chemistry with Medicinal Chemistry with Industrial Placement Year" ], [ "MSc Mathematical Sciences" ], [ "Biomedical Science" ], [ "Special Educational Needs Co-Ordination" ], [ "Medicine" ], [ "Primary Education with QTS" ], [ "Psychology" ], [ "Podiatry" ], [ "BA Journalism, Public Relations with Media" ], [ "Business Accounting and Finance" ], [ "Computer Science" ], [ "Sport and Exercise Science" ], [ "Dental Hygiene" ], [ "Computer Science (350D)" ], [ "Postgraduate Diploma (Law Conversion)" ], [ "Media, Culture and Communication" ], [ "Law" ], [ "BA (Hons) Fine Art" ], [ "Criminology" ], [ "BA PRIMARY EDUCATION WITH IQTS (5-11)" ], [ "Geography BSc" ], [ "Psychology and Criminology" ], [ "Sport Business" ], [ "Law LLB" ], [ "Computer Science" ], [ "Film Production BA (Hons)" ] ], "row_count": 44, "col_count": 1 }, { "headers": [ "BA (Hons) Dance Education" ], "rows": [ [ "Sociology" ], [ "Ecology and Conservation" ], [ "Law" ], [ "BA Fashion Design" ], [ "Psychology" ], [ "Computer Science" ], [ "BA Archeology" ], [ "Sports Marketing" ], [ "Chemical Engineering" ], [ "Broadcast Journalism MA" ], [ "Physiotherapy" ], [ "Microbiology" ], [ "Full-Time Law" ], [ "BSc (Hons) Sport Rehabilitation" ], [ "Computer Science" ], [ "Professional Policing" ], [ "Media and Communications" ], [ "Philosophy and Modern Languages" ], [ "Human Geography" ], [ "Criminology and Sociology" ], [ "Psychology and Language Sciences" ], [ "Broadcast Journalism" ], [ "Business with International Business Management" ], [ "Psychology" ], [ "Classical Studies" ], [ "Sports Coaching" ], [ "Bsc Biomedical Science" ], [ "Environmental Management" ], [ "LLB (Hons) Law" ], [ "Physiotherapy" ], [ "Zoology" ], [ "Fine Art & Philosophy" ], [ "Drama(Master of Arts)" ], [ "Physics" ], [ "Veterinary BioSciences" ], [ "Biomedical Science (B940)" ], [ "Museum Studies" ], [ "Criminology with Psychology" ], [ "Masters of Architecture" ], [ "Primary Education with QTS" ], [ "Sports Coaching" ], [ "Biochemistry" ], [ "Earth and Planetary Science" ] ], "row_count": 43, "col_count": 1 }, { "headers": [ "Physical Education" ], "rows": [ [ "Illustration" ], [ "Medicine and Surgery MB BS" ], [ "Fashion Buying and Merchandise" ], [ "Zoo Management (Top Up)" ], [ "Law (M100)" ], [ "BA (Hons) Fine Art" ], [ "Primary Education" ], [ "History" ], [ "Business Management and Marketing Studies" ], [ "Physical Education and Sport" ], [ "Music Business" ], [ "Zoology" ], [ "BA (Hons) Professional Dance Performance" ], [ "Biomedical Sciences" ], [ "Acting" ], [ "Fashion Buying and Merchandising" ], [ "3D Computer Animation" ], [ "Biological Sciences (Biotechnology) (J700)" ], [ "Business Management" ], [ "Physics with Astrophysics" ], [ "Politics and Sociology" ], [ "Psychology" ], [ "Music" ], [ "Costume Design for Film and TV" ], [ "Architecture" ], [ "Economics and Politics" ], [ "Education and Primary studies" ], [ "Criminal Justice" ], [ "Criminology with Forensic Psychology" ], [ "Health and Care Practise (Nursing Associate)" ], [ "Law (M100)" ], [ "Environmental Science" ], [ "Bioveterinary Sciences" ], [ "LPC LLM" ], [ "Astrophysics" ], [ "MSc Pure Mathematics" ], [ "Law" ], [ "Sport Business Management" ], [ "Philosophy & Religion" ], [ "Game Art Animation (IW63)" ], [ "Primary and Early Years Education (3-11) with QTS" ], [ "BA (Hons) Creative Writing" ], [ "Medicine, A100" ], [ "Computer Science" ] ], "row_count": 44, "col_count": 1 }, { "headers": [ "Game Art Animation" ], "rows": [ [ "Digital Marketing" ], [ "Game Development BA(Hons)" ], [ "Business Management and Spanish" ], [ "BA (Hons) Photography" ], [ "Law LLB Honours" ], [ "Cyber Security & Digital Forensics" ], [ "BA Hons Dance" ], [ "Pharmacy MPharm" ], [ "Biomedical Science" ], [ "Business Management with Finance" ], [ "Psychology" ], [ "Neuroscience" ], [ "Biology" ], [ "Physiotherapy" ], [ "Zoology" ], [ "Psychology BSC (online)" ], [ "International Relations and Politics" ], [ "Financial Trading and Investment Management" ], [ "Mental Health Nursing" ], [ "Entrepreneurship in Music Business and Performance" ], [ "Dance Performance" ], [ "MSc Social Justice and Community Action - Online Learning" ], [ "Music Production" ], [ "Education And Mathematics" ], [ "Marketing" ], [ "Sport Coaching and School Sport" ], [ "Computer Science with AI" ], [ "Psychology" ], [ "Criminology" ], [ "Primary Education (ITE)" ], [ "Animation" ], [ "Child & Adolescent Mental Health and Wellbeing" ], [ "Aerospace Engineering" ], [ "C700 Biochemistry BSc (Hons)" ], [ "Games Production" ], [ "Fashion Design" ], [ "English 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learning)" ], [ "Business Management" ], [ "Arts and Hummanities" ], [ "Sport Psychology" ], [ "BA (Honours) Education Studies (Primary)" ], [ "Performing Arts" ], [ "Equestrian Sports Coaching" ], [ "International Relations" ], [ "Counselling" ], [ "Animal Conservation" ], [ "Social work" ], [ "Computer Systems and Networks" ], [ "MSc Global Development" ], [ "PGCE Primary Education with QTS" ], [ "Proffesional Dance and Musical Theatre" ], [ "BTEC Level 3 Nat Dip in Sports Coaching and Development" ], [ "Performance in Musical Theatre" ], [ "PGCE Social Sciences (11-18)" ], [ "MSc Psychology (Conversion)" ], [ "PGCE Secondary History with QTS (11-16)" ], [ "PGCE Course" ], [ "Acting" ], [ "Masters Degree in Chiropractic (MChiro)" ] ], "row_count": 44, "col_count": 1 }, { "headers": [ "Public Health Nutrition" ], "rows": [ [ "Medicine" ], [ "Computer Software" ], [ "Level 3 BTEC Nat FD Football Studies" ], [ "Level 3 Edexcel Diploma Suite Rugby Union" ], [ "PGCE primary (5-11) with 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"BSC in Neuroscience" ], [ "PGCE - Primary Education with QTS: General Primary (5-11 years)" ], [ "Secondary iQTS (Physical Education, age 11-18 years) Online Assessment" ], [ "Postgraduate Certificate in Education: Secondary iQTS (English age 11-18 years)" ], [ "Postgraduate Certificate in Education: Secondary iQTS (Mathematics, age 11-18 years)" ], [ "Postgraduate Certificate in Education Primary iQTS (age 5 - 11)" ], [ "IQTS Secondary Biology" ], [ "History and English" ], [ "MSc in Psychology & Neuroscience of Mental Health" ], [ "Creative Research" ], [ "Global MBA (Online)" ], [ "MSc Project Management" ] ], "row_count": 24, "col_count": 1 } ] }, { "case_id": 3919813, "title": "Quest Curriculum at CRHS", "authority": "Department of Education, Sport and Culture", "date_received": "2024-06-17", "outcome": "Some information sent but part exempt", "summary": "The request sought documentation on lesson planning, assessment, and evaluation of the 'Quest' curriculum at Castle Rushen High School for the first half of the 2024 Summer Term. The authority released 439 pages of materials, including teacher guides and success criteria for various student showcase formats, though the response was partially exempt.", "key_facts": [ "The Quest curriculum was introduced at Castle Rushen High School in September 2019.", "The program targets Year 7 students and aims to ensure a continuum of learning underpinned by 'FACE'.", "Each Quest consists of four stages: Engage, Develop, Innovate, and a fourth stage cut off in the text.", "Student showcases can be created individually, in pairs, or in groups of three.", "Showcase formats include Infographics, Slideshows, Models, Films, Podcasts, Speeches, Performances, and Extended Writing." ], "data_mentioned": [ "September 2019", "2024 Summer Term", "Year 7", "4 stages", "2-3 minutes", "4-5 minutes", "300 words", "400+ words", "439 pages", "7 documents" ], "exemptions_cited": [], "tables": [ { "headers": [ "C\nName:\nS", "" ], "rows": [ [ "E\nD\nTutor Group:\nf", "" ], [ "o\ny\nYou must submit one homework per week from the\nt\nr\nbooklet teo your milestone teacher.", "" ], [ "Due date 1", "p\no\nr\nP" ], [ "Due date 2", "" ], [ "Due date 3", "" ], [ "Due date 4", "" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "FAQs" ], "rows": [ [ "1. I want to create and submit my homework on paper\nis this okay?" ], [ "Yes, this is perfectly fine.\nPlease try to make sure your piece of paper has your\nname and tutor group on somewhere and is handed in on\ntime." ], [ "2. I want to create and submit my homework online is\nC\nthis okay?" ], [ "S\nYes, this is perfectly fine. E\nD\nTo do this you will need to make sure you use your online\nMicrosoft 365 account to crefate the homework and then\no\nshare it with your teacher.\ny\nYou can find an instructtion video on how to do this by\nr\ne\nscanning the QR code:\np\no\nr\nP\nShare it with Ross Mann." ], [ "3. I want to express my homework in the form of a\nmodel is this okay?" ], [ "Yes, this is perfectly fine.\nPlease try to make sure your creation has your name and\ntutor group on somewhere and is handed in on time." ] ], "row_count": 6, "col_count": 1 }, { "headers": [ "C\nName:\nS", "" ], "rows": [ [ "E\nD\nTutor Group:\nf", "" ], [ "o\ny\nYou must submit one homework per week from the\nt\nr\nbooklet teo your milestone teacher.", "" ], [ "Due date 1", "p\no\nr\nP" ], [ "Due date 2", "" ], [ "Due date 3", "" ], [ "Due date 4", "" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "PLANNING THE ISLAND" ], "rows": [ [ "Task - using the grid lines on the next page, sketch out a plan of your" ], [ "island. Make sure you include all the features listed in the table below." ], [ "You will make a bigger and neater version of this map later on this term." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "RULING THE ISLAND" ], "rows": [ [ "Task - your system of government. All nations have a system of government." ], [ "Governments are important because they rule over the nation using a system" ], [ "of laws. Governments have the power to make laws, set taxes and decide the" ], [ "rights and freedoms of their citizens." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "Democracy", "Pros", "Cons" ], "rows": [ [ "Dictatorship", "Pros", "Cons" ], [ "We have chosen:\nDemocracy\n❏\nDictatorship\n❏", "", "" ], [ "Monarchy", "Pros", "Cons" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "THE IDENTITY OF THE ISLAND" ], "rows": [ [ "Task - Identity - Look up some flags of the world. Think about shape," ], [ "colour and images." ], [ "Design your island’s flag here:" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "Task - Your island’s symbols. The symbols of a nation are important and" ], "rows": [ [ "tell us something about the nation’s culture and identity. The Isle of Man" ], [ "is recognised by the triskelion (3 legs) and also the Manx cat. Look up" ], [ "the symbols of England, Scotland, Wales and what they represent." ], [ "Decide what 3 symbols your island is going to have and what those three" ], [ "symbols will represent:" ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "YOUR ISLAND’S COMMUNITY" ], "rows": [ [ "Task - Community Values - helping shape your strong and fair island." ], [ "Communities allow people to interact with each other - to support one" ], [ "another, share experiences and live life together. Having watched the" ], [ "short film about community, write down here 5 values that you want your" ], [ "island community to have." ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "YOUR ISLAND’S JOBS" ], "rows": [ [ "Task - Jobs - helping to improve fairness and strength. Jobs are important in shaping a" ], [ "community. They also help the economy to grow - people with jobs earn money, they spend" ], [ "that money, this can create even more jobs." ], [ "What will the top 10 jobs be on your island? Think about helping the community and also" ], [ "about making money." ] ], "row_count": 5, "col_count": 1 }, { "headers": [ "YOUR ISLAND’S DEFENCE" ], "rows": [ [ "Task - making sure your island is strong! Defending your island may be" ], [ "necessary. How are you going to make sure that you are not attacked by a" ], [ "jealous neighbouring island? Be careful though, you are a small island -" ], [ "if you are too aggressive you will get attacked in return." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "LEISURE ON YOUR ISLAND" ], "rows": [ [ "Task - Leisure Time will make your island an enjoyable place to live. What" ], [ "sort of activities will your population be able to choose from? This may" ], [ "also help boost your tourist trade (see next task)" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "TOURISM ON YOUR ISLAND" ], "rows": [ [ "Task - Tourism is an important part of an economy of any nation. Tourists" ], [ "need to be carefully managed to ensure that they bring the maximum benefit" ], [ "to your island. Create your own mindmap of how you are going to carefully" ], [ "manage tourism." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "THE ENVIRONMENT ON YOUR ISLAND" ], "rows": [ [ "Task - Environmental protection will be vital if you want your island to" ], [ "remain a strong and fair place to live. What are your five rules going to" ], [ "be for ensuring that the environment remains protected and that your" ], [ "island does not become a huge contributor to global warming." ] ], "row_count": 4, "col_count": 1 }, { "headers": [ "Name:", "" ], "rows": [ [ "Tutor Group:", "" ], [ "You must submit one homework per week from the\nbooklet to your milestone teacher.", "" ], [ "Due date 1", "" ], [ "Due date 2", "" ], [ "Due date 3", "" ], [ "Due date 4", "" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "Name:", "" ], "rows": [ [ "Tutor Group:", "" ], [ "You must submit one homework per week from the\nbooklet to your milestone teacher.", "" ], [ "Due date 1", "" ], [ "Due date 2", "" ], [ "Due date 3", "" ], [ "Due date 4", "" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "Name:", "" ], "rows": [ [ "Tutor Group:", "" ], [ "You must submit one homework per week from the\nbooklet to your milestone teacher.", "" ], [ "Due date 1", "" ], [ "Due date 2", "" ], [ "Due date 3", "" ], [ "Due date 4", "" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "Aim", "Project" ], "rows": [ [ "To create FACE-based projects", "How will we create projects that allow for progression and skills\ndevelopment?\nHow can we assess and monitor the projects?\nHow will we create feedback points?\nHow will we ensure the students are autonomous learners?\nHow will we challenge the students and ensure rigour?\nHow will we engage and inspireC the students?\nUPS/promoted posts : as abSove but with a ownership/control of a particular\nproject" ], [ "To ensure the projects develop\npartnerships", "E\nD\nHow can we develop relationships between students and students and staff?\nHow can we create fand sustain useful and supportive links with parents?\no\nHow can we invo lve the local community and local businesses?\ny\nHow can we involve our partner primaries effectively?\nt\nr\nHow can ewe assess and monitor the success of partnerships?\nUPS/prpomoted posts: as above but with ownership/control of a specific\no\npartnership e.g. parents, local businesses" ], [ "To empower both staff and students", "r\nP\nHow will we ensure that staff have adequate training and support to deliver\nthe new curriculum?\nHow will we ensure the students take ownership of their learning journey?\nHow will the staff support those students on their journey?\nWhat will the implications be pastorally with this changed curriculum?\nHow can we assess and monitor within this environment?\nUPS/promoted posts: as above but with examples of wider, practical\napplication of ideas eg via input to inset or finset." ], [ "To create immersive learning", "How will we use the building and staff to run this curriculum?\nHow will we create resources and materials to support the curriculum?" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "QUEST" ], "rows": [ [ "E\nIn order to improve the transition between primary and secondary, maintain the learning challenge and ensure" ], [ "D\nthat our students are prepared for their futures, we have created a new curriculum – the Quest Curriculum - for" ], [ "Year 7 starting in September 2019." ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "Having consulted with students and staff, visited several schools in the UK and in Denmark, and read various", "", "" ], "rows": [ [ "y\nt\npieces of educational research (in particular Key Stage 3 -", "", "" ], [ "", "r\nwe decided that now was the time to change our Year 7 curriculum. The DESC is also", "" ], [ "e\nkeen for all secondary schools on the island to develop their Key Stage 3 curriculum to ensure that E4L (Essentials", "", "" ], [ "p\nfor Learning) and the 6Rs in particular, are developed and sustained with our schools.", "", "" ], [ "o\nWe are intending to take 1/3 of the students’ week (11 lessons in total) and run a ‘collapsed’ curriculum which", "", "" ], [ "r\nfocuses on high quality outcomes good feedback, increased autonomy and metacognition, high levels of", "", "" ], [ "P\nchallenge and high levels of engagement.", "", "" ], [ "The main curriculum focus areas will be Science and the Humanities subjects although other subjects will also", "", "" ], [ "be covered with the curriculum. Students will be taught in tutor groups and will spend 6 weeks working on a", "", "" ], [ "Quest which culminates with a final product and presentation to an audience. 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The\nteachers were really\nnice and because I\nenjoyed what we were\ndoing in lessons that I\nfeel like I engaged\nmore in class." ], [ "3", "3", "", "3", "", "", "Relationship", "Rememberin\ng", "", "presening in front of\nthe class", "improving on\nresilience by trying to\nwork by myself more\noften", "presenting in front of\nthe class", "Stayin' Alive", "we get to work\ntogether and learn new\nthings we also get to\nhave lots of different\nteachers . 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I also liked\nhow there was a lot of\nvideos to help develop\nmy understanding in\ndifferent subjects. This\nmethod is great for\nvisual learners!" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "2", "1", "", "1", "", "", "Relationship", "Feedback", "", "presenting in front of\nthe class", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "working with new\npeople", "Rebel Rebel", "it allowed me to study\nhistory, science and\nmake posters." ], "rows": [ [ "3", "3", "", "3", "", "", "Feedback", "Presentation", "", "presenting in front of\nthe class", "improving on my\nreflectiveness by\nacing on feedback\ngiven", "working by myself\ninstead of a group", "Stayin' Alive", "I like first aid" ], [ "3", "2", "", "2", "", "", "Feedback", "Resourceful", "", "acting on feedback\nand improving my\nwork", "improving on\nresilience by trying to\nwork by myself more\noften", "presenting in front of\nthe class", "Heal the World", "it was fun unlike most\nof the Quests." ], [ "2", "1", "", "2", "", "", "Detail", "Feedback", "", "presening in front of\nthe class", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "acing on feedback\nand improving my\nwork", "Dirty Old Town", "I love history and Dirty\nOld Town involves lots\nof history about old\ntowns and how they\nwere before." ], [ "2", "2", "", "1", "", "", "Presentation", "Detail", "", "acting on feedback\nand improving my\nwork", "improving on my\nreflectiveness by\nacing on feedback\ngiven", "working with new\npeople", "Stayin' Alive", "it had subjects hat I\nhave always been\ninterested in and the\nthings I leant are all\ngenuine life skills." ], [ "3", "1", "", "2", "", "", "Presentation", "Feedback", "", "", "", "", "", "" ], [ "3", "3", "", "3", "", "", "Presentation", "Feedback", "", "including more\nrelevant detail in my\nwork", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "I'm Leaving (on a jet\nplane)", "It was just funner" ], [ "3", "3", "", "3", "", "", "Resourceful", "Relationship", "", "working by myself\ninstead of a group", "improving on\nresilience by trying to\nwork by myself more\noften", "acing on feedback\nand improving my\nwork", "Dirty Old Town", "I like science and\nthere were a lot of\nexperiments" ], [ "3", "2", "", "1", "", "", "Rememberin\ng", "Resourceful", "", "acting on feedback\nand improving my\nwork", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "working with new\npeople", "Stayin' Alive", "I liked doing CPR and\nDRABC with first aid." ], [ "2", "2", "", "2", "", "", "Resilience", "Rememberin\ng", "", "acting on feedback\nand improving my\nwork", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "working by myself\ninstead of a group", "Heal the World", "I learnt about how\nimportant our planet is\nand I realised that we\nneed to look after it\nmore. I also tried to\nwork and sit with other\npeople instead of my\nfriends from primary\nschool." ], [ "2", "2", "", "2", "", "", "Rememberin\ng", "Resourceful", "", "", "", "", "", "" ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "3", "3", "", "3", "", "", "Resilience", "Presentation", "", "", "", "", "", "" ], "rows": [ [ "2", "2", "", "3", "", "", "Detail", "Presentation", "", "", "", "", "", "" ], [ "3", "1", "", "2", "", "", "Presentation", "Detail", "", "working by myself\ninstead of a group", "improving on\nresilience by trying to\nwork by myself more\noften", "including more\nrelevant detail in my\nwork", "I'm Leaving (on a jet\nplane)", "it was my first one and\nit was new." ], [ "3", "2", "", "3", "", "", "Presentation", "Detail", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Dirty Old Town", "I enjoyed learning\nabout the history of\ntowns and doing the\npracticals in science." ], [ "2", "1", "", "2", "", "", "Equipment", "Relationship", "", "working with new\npeople", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "acing on feedback\nand improving my\nwork", "I've got the power", "coding was fun and I\nuse it still." ], [ "3", "3", "", "2", "", "", "Rememberin\ng", "Resilience", "", "presening in front of\nthe class", "improving on my\nreflectiveness by\nacing on feedback\ngiven", "working with new\npeople", "Heal the World", "I felt like it was\ninteresting and fun - it\nwas great." ], [ "3", "3", "", "3", "", "", "Mindset", "Resilience", "", "working in a group\ninstead of by myself", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "working by myself\ninstead of a group", "Rebel Rebel", "It's more interesting\nmore than the others." ], [ "3", "2", "", "3", "", "", "Presentation", "Detail", "", "", "", "", "", "" ], [ "3", "3", "", "3", "", "", "Mindset", "Resilience", "", "presening in front of\nthe class", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "Heal the World", "it was my favourite\none." ], [ "3", "2", "", "3", "", "", "Rememberin\ng", "Mindset", "", "presening in front of\nthe class", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Rebel Rebel", "it was funny and fun\nand I enjoyed\npresenting in front of\nthe class with the\nboys." ], [ "3", "2", "", "2", "", "", "Relationship", "Feedback", "", "including more\nrelevant detail in my\nwork", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "I'm Leaving (on a jet\nplane)", "it was very interesting\nto learn about America\nin the 1800s." ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "3", "2", "", "3", "", "", "Resilience", "Rememberin\ng", "", "working by myself\ninstead of a group", "improving on\nresilience by trying to\nwork by myself more\noften", "working with new\npeople", "Stayin' Alive", "it was really interesting\nand I learnt a lot about\nfirst aid." ], "rows": [ [ "3", "3", "", "3", "", "", "Detail", "Presentation", "", "", "", "", "", "" ], [ "3", "3", "", "3", "", "", "Mindset", "Resilience", "", "", "", "", "", "" ], [ "3", "3", "", "2", "", "", "Relationship", "Resourceful", "", "working by myself\ninstead of a group", "improving on\nresilience by trying to\nwork by myself more\noften", "acing on feedback\nand improving my\nwork", "I've got the power", "I did the best\nshowcase I ever did\nand also I enjoyed the\nlessons. P. S also I\nlike juice??" ], [ "3", "2", "", "3", "", "", "Resilience", "Rememberin\ng", "", "working by myself\ninstead of a group", "improving on\nresilience by trying to\nwork by myself more\noften", "including more\nrelevant detail in my\nwork", "Stayin' Alive", "I have enjoyed making\nthe showcase and\npresenting it." ], [ "3", "3", "", "3", "", "", "Feedback", "Resilience", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "including more\nrelevant detail in my\nwork", "Dirty Old Town", "it was really fun and it\nhelped a lot with\nthinking about how\npeople lived in he\npast." ], [ "4", "4", "", "3", "", "", "Mindset", "Resilience", "", "presening in front of\nthe class", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "acing on feedback\nand improving my\nwork", "Stayin' Alive", "the song is class and it\nwas a fun quest to do\nwith the CPR while\nsinging Stayin Alive." ], [ "3", "4", "", "4", "", "", "Mindset", "Resilience", "", "acting on feedback\nand improving my\nwork", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "presenting in front of\nthe class", "I've got the power", "the final showcase\nwas really fun and I\ngot to collaborate with\nmy friends." ], [ "3", "3", "", "3", "", "", "Detail", "Resilience", "", "working by myself\ninstead of a group", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "working with new\npeople", "I've got the power", "I liked learning about\npower and and making\ngames" ], [ "3", "3", "", "3", "", "", "Resilience", "Resourceful", "", "including more\nrelevant detail in my\nwork", "improving on\nresilience by trying to\nwork by myself more\noften", "working by myself\ninstead of a group", "Stayin' Alive", "Because we learned\nlots about the body\nand microorganisms\nand we got to use the\nmicroscope and look\nat very small insects\nand bacteria. When\nlearning I found it very\nfun and I enjoyed it so\nmuch. The topic was\ngood and it related to\nthe current world with\nCOVID-19." ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "2", "2", "", "1", "", "", "Detail", "Feedback", "", "presenting in front of\nthe class", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Rebel Rebel", "I like History and I\nfound it very\ninteresting." ], "rows": [ [ "3", "2", "", "2", "", "", "Detail", "Feedback", "", "working with new\npeople", "improving on my\nreflectiveness by\nacing on feedback\ngiven", "including more\nrelevant detail in my\nwork", "Dirty Old Town", "it was fun." ], [ "3", "3", "", "3", "", "", "Feedback", "Detail", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Stayin' Alive", "we got to learn about\nfirst aid." ], [ "3", "3", "", "3", "", "", "Feedback", "Resourceful", "", "including more\nrelevant detail in my\nwork", "improving on\nresilience by trying to\nwork by myself more\noften", "presenting in front of\nthe class", "Heal the World", "It was a topic I was\ninterested in which a\ngreat start, I liked\nhearing all the\ninformation on how we\ncan help our\nenvironment. I tried to\nsurround myself near\ndifferent people every\nlesson which help\nbuild on my\nfriendships. I think that\nevery quest we've had\nfrom that, I've been\nfocusing on working\nindependently and I'm\nproud of myself for\nreaching my goal\nwhich was to be more\nresilient." ], [ "4", "3", "", "2", "", "", "Rememberin\ng", "Presentation", "", "presening in front of\nthe class", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "working with new\npeople", "Stayin' Alive", "it's had a good song\nand we learnt how to\ndo CPR." ], [ "3", "3", "", "3", "", "", "Resilience", "Resourceful", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Stayin' Alive", "there were amazing\nteachers, topics and\nan amazing song! I\nloved it all and I'm a bit\nsad i can't do it\nanymore, I think. But\nI'm happy about what\nQuest I'm doing, I've\nloved it all!" ], [ "3", "3", "", "2", "", "", "Resilience", "Detail", "", "presening in front of\nthe class", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "acing on feedback\nand improving my\nwork", "Stayin' Alive", "I liked learning about\nhow to save people if\nthey are in danger or\nneed help." ], [ "3", "4", "", "4", "", "", "Feedback", "Presentation", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "acing on feedback\nand improving my\nwork", "Stayin' Alive", "I liked the group of\npeople I worked with." ], [ "4", "3", "", "4", "", "", "Mindset", "Feedback", "", "presening in front of\nthe class", "improving on building\nrelationships with my\npeers", "including more\nrelevant detail in my\nwork", "Dirty Old Town", "I got to cooperate with\nmy friends." ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "3", "4", "", "3", "", "", "Mindset", "Rememberin\ng", "", "", "", "", "", "" ], "rows": [ [ "3", "3", "", "2", "", "", "Feedback", "Detail", "", "acing on feedback\nand improving my\nwork", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "working with new\npeople", "I've got the power", "I really enjoyed\nlearning about\ndifferent leaders in the\nworld and it was just\nreally interesing." ], [ "3", "3", "", "2", "", "", "Rememberin\ng", "Detail", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Stayin' Alive", "we got to learn about\nstaying alive and CPR\nwhich is very\nimportant." ], [ "3", "2", "", "3", "", "", "Mindset", "Feedback", "", "presenting in front of\nthe class", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "working with new\npeople", "I'm Leaving (on a jet\nplane)", "It was interesting\nbecause we've never\ncovered slavery in\nprimary school or in\nthe ohe Quests." ], [ "2", "3", "", "3", "", "", "Detail", "Resilience", "", "presenting in front of\nthe class", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Stayin' Alive", "I enjoyed doing the\nhealth side of it and\nlearning further into\nfirst aid." ], [ "3", "3", "", "3", "", "", "Resilience", "Detail", "", "working by myself\ninstead of a group", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Dirty Old Town", "because it was fun\nand exciting" ], [ "3", "2", "", "2", "", "", "Resilience", "Detail", "", "acting on feedback\nand improving my\nwork", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "working by myself\ninstead of a group", "Stayin' Alive", "I have enjoyed doing\nthe showcase." ], [ "3", "3", "", "3", "", "", "Resilience", "Mindset", "", "", "", "", "", "" ], [ "3", "3", "", "3", "", "", "Resourceful", "Presentation", "", "acting on feedback\nand improving my\nwork", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Dirty Old Town", "it was very interesting\nand everyone's\nanswers to questions\nwere different." ], [ "3", "3", "", "3", "", "", "Resilience", "Mindset", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "acting on feedback\nand improving my\nwork", "Stayin' Alive", "it gives me a good\nchance to find out\nthings think about\nlooking at, it also helps\nme develop\nfriendships which I\ndidn't have at the start\nof the year." ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "3", "1", "", "3", "", "", "Feedback", "Resourceful", "", "presenting in front of\nthe class", "improving on building\nrelationships with my\npeers", "acting on feedback\nand improving my\nwork", "Stayin' Alive", "I liked doing CPR and\nDRABC with first aid." ], "rows": [ [ "2", "4", "", "4", "", "", "Mindset", "Resourceful", "", "working in a group\ninstead of by myself", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "presenting in front of\nthe class", "Dirty Old Town", "it was very good fun\nand I liked learning a\nlot of history which I\nenjoy very much." ], [ "3", "3", "", "3", "", "", "Relationship", "Detail", "", "including more\nrelevant detail in my\nwork", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Heal the World", "I love Geography and\nlearning about\noverpopulaion so I\nfound it quite\ninteresting." ], [ "3", "3", "", "3", "", "", "Mindset", "Resilience", "", "", "", "", "", "" ], [ "2", "2", "", "1", "", "", "Resourceful", "Detail", "", "acting on feedback\nand improving my\nwork", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "presenting in front of\nthe class", "Dirty Old Town", "I enjoyed the medical\nside of he quest and I\nliked learning about\nthe Middle Ages." ], [ "3", "3", "", "3", "", "", "Resourceful", "Detail", "", "acting on feedback\nand improving my\nwork", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Rebel Rebel", "I liked learning about\nspace and the planets." ], [ "3", "3", "", "2", "", "", "Relationship", "Detail", "", "", "", "", "", "" ], [ "3", "3", "", "3", "", "", "Detail", "Relationship", "", "", "", "", "", "" ], [ "3", "3", "", "4", "", "", "Resourceful", "Mindset", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "working in a group\ninstead of by myself", "Rebel Rebel", "it was different to all\nthe other Quests." ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "3", "3", "", "3", "", "", "Resilience", "Detail", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Rebel Rebel", "I had the most fun\nduring it." ], "rows": [ [ "3", "1", "", "2", "", "", "Resilience", "Detail", "", "working by myself\ninstead of a group", "improving on building\nrelationships with my\npeers", "working with new\npeople", "I've got the power", "I liked using Bunsen\nBurners in Science." ], [ "2", "2", "", "2", "", "", "Resourceful", "Detail", "", "presening in front of\nthe class", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Stayin' Alive", "We did more definite\nsubjects instead of a\nmix of subjects." ], [ "3", "3", "", "3", "", "", "Resilience", "Rememberin\ng", "", "working in a group\ninstead of by myself", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "acing on feedback\nand improving my\nwork", "I've got the power", "you got to play Scratch\nin ICT." ], [ "2", "3", "", "3", "", "", "Mindset", "Rememberin\ng", "", "acting on feedback\nand improving my\nwork", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Heal the World", "there is nothing much I\ncould say. It was good\nbut also bad half the\ntime." ], [ "3", "3", "", "3", "", "", "Mindset", "Resilience", "", "", "", "", "", "" ], [ "3", "3", "", "1", "", "", "Detail", "Homework", "", "", "", "", "", "" ], [ "3", "2", "", "3", "", "", "Resilience", "Resourceful", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "including more\nrelevant detail in my\nwork", "I'm Leaving (on a jet\nplane)", "It's very interesting" ], [ "3", "2", "", "2", "", "", "Resilience", "Detail", "", "working by myself\ninstead of a group", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Stayin' Alive", "of the stuff we learned\nabout and the\nteachers we had made\nit easier to learn" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "3", "3", "", "2", "", "", "Detail", "Feedback", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "acting on feedback\nand improving my\nwork", "Dirty Old Town", "I enjoyed learning\nabout how the world\nhas changed and what\npeople can do to\nimprove it." ], "rows": [ [ "3", "3", "", "3", "", "", "Feedback", "Resilience", "", "working with new\npeople", "improving on\nresilience by trying to\nwork by myself more\noften", "working with new\npeople", "Dirty Old Town", "it's the most fun and\nhas given me a\nchance to work with\nnew people and\nimprove on myself with\nother people and to\nmeet new teachers" ], [ "3", "2", "", "3", "", "", "Detail", "Feedback", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Dirty Old Town", "it was fun." ], [ "3", "3", "", "3", "", "", "Relationship", "Feedback", "", "acting on feedback\nand improving my\nwork", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Rebel Rebel", "it was interesting and\nfun." ], [ "4", "3", "", "4", "", "", "Mindset", "Feedback", "", "", "", "", "", "" ], [ "4", "4", "", "4", "", "", "Relationship", "Feedback", "", "working with new\npeople", "improving on\nresilience by trying to\nwork by myself more\noften", "working with new\npeople", "Stayin' Alive", "it was the most fun." ], [ "2", "2", "", "2", "", "", "Resilience", "Detail", "", "", "", "", "", "" ], [ "3", "3", "", "3", "", "", "Rememberin\ng", "Feedback", "", "working by myself\ninstead of a group", "improving on\nresilience by trying to\nwork by myself more\noften", "working with new\npeople", "I've got the power", "it was fun" ], [ "2", "1", "", "2", "", "", "Resourceful", "Detail", "", "working by myself\ninstead of a group", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "working with new\npeople", "Stayin' Alive", "Because I knew quite\na lot about it so I found\nit a bit easier to do my\npresentations and\nwork. I also learnt a\nlot, and the things I did\nlearn are quite useful\nin life." ], [ "2", "3", "", "3", "", "", "Resilience", "Detail", "", "presening in front of\nthe class", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Stayin' Alive", "it has taught me a lot\nabout physical and\nmental health and I\nfeel like this Quest is\nthe one I learnt most\nin." ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "3", "1", "", "2", "", "", "Resilience", "Resourceful", "", "presenting in front of\nthe class", "improving on\nresilience by trying to\nwork by myself more\noften", "working in a group\ninstead of by myself", "Stayin' Alive", "I liked how I know\nabout first aid which I\ndidn't know about\nbefore." ], "rows": [ [ "3", "3", "", "3", "", "", "Resourceful", "Detail", "", "acing on feedback\nand improving my\nwork", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "presenting in front of\nthe class", "Stayin' Alive", "it's teaching us how to\nmake our world a\nbetter place." ], [ "3", "3", "", "3", "", "", "Feedback", "Mindset", "", "working with new\npeople", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "acing on feedback\nand improving my\nwork", "Stayin' Alive", "I learned the most and\nit was the funniest" ], [ "3", "3", "", "3", "", "", "Resilience", "Detail", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Stayin' Alive", "it was kind of fun." ], [ "2", "2", "", "1", "", "", "Detail", "Resourceful", "", "", "", "", "", "" ], [ "4", "4", "", "5", "", "", "Mindset", "Resilience", "", "", "", "", "", "" ], [ "3", "3", "", "3", "", "", "Mindset", "Presentation", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "acing on feedback\nand improving my\nwork", "Stayin' Alive", "it was interesting." ], [ "3", "2", "", "3", "", "", "Resilience", "Detail", "", "", "", "", "", "" ], [ "2", "1", "", "2", "", "", "Detail", "Homework", "", "", "", "", "", "" ], [ "3", "2", "", "1", "", "", "Feedback", "Detail", "", "", "", "", "", "" ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "3", "3", "", "4", "", "", "Relationship", "Mindset", "", "", "", "", "", "" ], "rows": [ [ "2", "2", "", "2", "", "", "Feedback", "Detail", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Stayin' Alive", "it was my first Quest\nand I loved how we got\nto learn to save lives\nand to do first aid. I\njust really enjoyed the\nexperience for that\nQuest and it was the\none with the best\ntheme song as well!!" ], [ "3", "2", "", "3", "", "", "Resilience", "Rememberin\ng", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Rebel Rebel", "I enjoyed learning\nabout lots and lots of\ncool things that have\nhappened in the past." ], [ "3", "4", "", "2", "", "", "Detail", "Feedback", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Stayin' Alive", "it was all about history." ], [ "3", "3", "", "2", "", "", "Detail", "Resourceful", "", "acting on feedback\nand improving my\nwork", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Heal the World", "I think it was very\ninteresting and I\nenjoyed it a lot\nbecause in some\nlessons we did health\ncare and I was very\nintrigued by that sort of\nstuff." ], [ "4", "3", "", "3", "", "", "Mindset", "Resilience", "", "", "", "", "", "" ], [ "3", "3", "", "2", "", "", "Feedback", "Resourceful", "", "working with new\npeople", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "including more\nrelevant detail in my\nwork", "Dirty Old Town", "I made new friends" ], [ "3", "3", "", "2", "", "", "Presentation", "Resilience", "", "presening in front of\nthe class", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "working by myself\ninstead of a group", "I'm Leaving (on a jet\nplane)", "it was really fun and\nentertaining - I loved it." ], [ "3", "1", "", "2", "", "", "Resourceful", "Detail", "", "working with new\npeople", "improving on\nresilience by trying to\nwork by myself more\noften", "including more\nrelevant detail in my\nwork", "I'm Leaving (on a jet\nplane)", "I enjoyed this quest as\nI think it was a good\nintroductory pice of\nlearning for the start of\nyear 7. I also think it\nwas very interesting\nlearning about slavery\nand race in this\nparticular time." ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "3", "3", "", "2", "", "", "Resourceful", "Detail", "", "including more\nrelevant detail in my\nwork", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "working with new\npeople", "Stayin' Alive", "I found that I worked\nwith someone else\nand used a different\nmethod , I created a\nbetter presentation . I\nalso understood hings\na lot better because\nwe worked together a\nlot more in class and\nthere was physical\nactivities to prove how\nto things work e.g\nwhen in\nclass we did a\npractical to help\nunderstand" ], "rows": [ [ "3", "3", "", "2", "", "", "Resourceful", "Detail", "", "working in a group\ninstead of by myself", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "acing on feedback\nand improving my\nwork", "Stayin' Alive", "it was easier to\nunderstand then the\nother Quests." ], [ "4", "3", "", "3", "", "", "Feedback", "Mindset", "", "working in a group\ninstead of by myself", "improving on\nresilience by trying to\nwork by myself more\noften", "presenting in front of\nthe class", "Stayin' Alive", "it was good." ], [ "3", "3", "", "3", "", "", "Resilience", "Detail", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Stayin' Alive", "it was kind of fun." ], [ "4", "3", "", "2", "", "", "Resilience", "Feedback", "", "working by myself\ninstead of a group", "improving on building\nrelationships with my\npeers", "including more\nrelevant detail in my\nwork", "I've got the power", "I enjoyed I've got the\npower because I really\nliked the history aspect\nof it. I also liked\nmaking the\npresentation (display\nboard) with my group\nand showing it at the\nshowcase." ], [ "2", "1", "", "1", "", "", "Relationship", "Presentation", "", "", "", "", "", "" ], [ "2", "1", "", "1", "", "", "Feedback", "Resourceful", "", "working by myself\ninstead of a group", "improving on\nresilience by trying to\nwork by myself more\noften", "working with new\npeople", "Heal the World", "I learnt a lot about\nworld issues and what\neveryone can do to\nhelp improve, and\neventually resolve\nthem. The way this\nQuest was taught was\ngreat as you knew\nexactly what type of\nlesson you were going\ninto, whereas in some\nothers teachers may\nswitch back and forth\nbetween two subjects.\nOverall this was my\nfavourite because of\nhow much the Quest\nintrigued me and\nchanged my point of\nview on some things.\nThe science part of\nDirty Old Town was\nalso very enjoyable!" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "3", "3", "", "3", "", "" ], "rows": [ [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ] ], "row_count": 8, "col_count": 6 }, { "headers": [ "3~uQ\ngninraeL mreT\nnmutuA\not\nedutittA\n7\nraeY", "2~uQ\ngninraeL mreT\ngnirpS\not\nedutittA\n7\nraeY", "2~)LAL(\nmreT\nleveL\ngnirpS\n3SK\ntseuQ 7\nraeY", "seuQ\nmreT\ngninraeL\nremmuS\not\nedutittA\n7\nraeY", ")LAL(\nmreT\nleveL\nremmuS\n3SK\ntseuQ 7\nraeY", "tseuQ mreT\nyrammuS remmuS\n7\nlipuP raeY", "1\nspetS\nmreT\ntxeN remmuS\n3SK\ntseuQ 7\nraeY", "2\nspetS\nmreT\ntxeN remmuS\n3SK\ntseuQ 7\nraeY", "tseuQ mreT\ntropeR remmuS\ntnedutS\n7\nraeY", "raeY\ntseuQ\nmreT\ntnemeveihcA\nremmuS\n7", "7\nraeY\ntseuQ\nmreT\nllikS remmuS\nsR6", "7\nraeY\ntseuQ mreT\nevorpmI remmuS", "7\nraeY\ntseuQ\nmreT\netiruovaF\nremmuS", "tseuQ\nmreT\nesuaceB\nremmuS\netiruovaF\n7\nraeY" ], "rows": [ [ "2", "2", "", "1", "", "", "Detail", "Feedback", "", "including more\nrelevant detail in my\nwork", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "acting on feedback\nand improving my\nwork", "Dirty Old Town", "it was really fun and\nwe did all my favourite\nsubjects." ], [ "2", "2", "", "2", "", "", "Detail", "Rememberin\ng", "", "acting on feedback\nand improving my\nwork", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "presenting in front of\nthe class", "I've got the power", "of how they put history\nand science(one of my\nfavourite subjects) into\nthe quest, not only that\nbut the teachers were\nreally helpful and are\nreally good at\nexplaining the work we\nwere doing." ], [ "3", "3", "", "3", "", "", "Relationship", "Feedback", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "I'm Leaving (on a jet\nplane)", "I enjoyed he Business\nand Enterprise\nlessons." ], [ "3", "3", "", "2", "", "", "Detail", "Feedback", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "I've got the power", "I enjoyed he sports\nfocus for a triple\nlesson on Wednesday." ], [ "2", "2", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "4", "4", "", "4", "", "", "Mindset", "Resilience", "", "working by myself\ninstead of a group", "improving on\nresilience by trying to\nwork by myself more\noften", "including more\nrelevant detail in my\nwork", "I've got the power", "it was cool." ], [ "4", "3", "", "3", "", "", "Detail", "Rememberin\ng", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "working with new\npeople", "I'm Leaving (on a jet\nplane)", "it was fun." ], [ "3", "2", "", "3", "", "", "Feedback", "Resourceful", "", "acting on feedback\nand improving my\nwork", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "including more\nrelevant detail in my\nwork", "Stayin' Alive", "the teachers were\nawesome!" ], [ "3", "2", "", "3", "", "", "Detail", "Rememberin\ng", "", "working with new\npeople", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "including more\nrelevant detail in my\nwork", "Stayin' Alive", "we learnt about some\nvery interesting hings\nlike medicine and\ndisease. We had really\ngood teachers which\nmade it double the fun." ], [ "3", "3", "", "3", "", "", "Resilience", "Mindset", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Heal the World", "on the show case we\ngot to do a display\nboard about football." ], [ "2", "2", "", "3", "", "", "Detail", "Resilience", "", "acting on feedback\nand improving my\nwork", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "presenting in front of\nthe class", "Stayin' Alive", "I got to make a\ntimeline about\niPhones." ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "3", "3", "", "2", "", "", "Detail", "Resourceful", "", "including more\nrelevant detail in my\nwork", "improving on my\nrefleciveness by\nacting on feedback\ngiven", "working by myself\ninstead of a group", "I've got the power", "we learnt more about\ntechnology in\ncomputers and\nlearned new facts and\nI really enjoyed that\nlesson." ], [ "2", "2", "", "2", "", "", "Detail", "", "", "acting on feedback\nand improving my\nwork", "improving on my\nrefleciveness by\nacting on feedback\ngiven", "working with new\npeople", "Stayin' Alive", "we did historic\nmedicine which I really\nliked." ], [ "2", "2", "", "2", "", "", "Relationship", "Detail", "", "", "", "", "", "" ], [ "3", "3", "", "3", "", "", "Resilience", "", "", "", "", "", "", "" ], [ "3", "3", "", "3", "", "", "Rememberin\ng", "Relationship", "", "working by myself\ninstead of a group", "improving on\nreadiness by being in\nhe right frame of mind\nfor the lesson", "presenting in front of\nthe class", "I've got the power", "it's very exciting." ], [ "3", "3", "", "3", "", "", "Resourceful", "Feedback", "", "including more\nrelevant detail in my\nwork", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Stayin' Alive", "I met some new\nteachers I hadn't met\nbefore and they were\nreally nice and I learnt\nloads." ], [ "3", "3", "", "2", "", "", "Mindset", "Detail", "", "presenting in front of\nthe class", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "including more\nrelevant detail in my\nwork", "I'm Leaving (on a jet\nplane)", "we learnt about\ndebating and that\nmoney does not buy\nhappiness and I loved\nlistening to what\npeople's opinions\nwere." ], [ "3", "3", "", "3", "", "", "Equipment", "Rememberin\ng", "", "working with new\npeople", "improving on\nresilience by trying to\nwork by myself more\noften", "working by myself\ninstead of a group", "Stayin' Alive", "actually I found I did\nnot really enjoy any of\nthe Quests." ], [ "3", "3", "", "3", "", "", "Rememberin\ng", "Feedback", "", "working with new\npeople", "improving on\nreadiness by being in\nhe right frame of mind\nfor the lesson", "acting on feedback\nand improving my\nwork", "I'm Leaving (on a jet\nplane)", "I learnt a lot more and\nit was more fun." ], [ "3", "3", "", "3", "", "", "Feedback", "Presentaion", "", "working with new\npeople", "improving on\nresilience by trying to\nwork by myself more\noften", "working by myself\ninstead of a group", "Stayin' Alive", "I really like triple quest\nand all the activities\nwe do." ], [ "3", "3", "", "3", "", "", "Relationship", "Presentaion", "", "working in a group\ninstead of by myself", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "working in a group\ninstead of by myself", "Rebel Rebel", "it's just really fun and I\nlove learning about\nrebels." ], [ "3", "3", "", "3", "", "", "Detail", "Rememberin\ng", "", "including more\nrelevant detail in my\nwork", "improving on\nreadiness by being in\nthe right frame of mind\nfor he lesson", "working with new\npeople", "I've got the power", "I liked a lot of topics in\nthe quest. Sports -\nlooking at fitness and\ntrying out new\nequipment" ] ], "row_count": 12, "col_count": 14 }, { "headers": [ "2", "3", "", "3", "", "", "Feedback", "Detail", "", "including more\nrelevant detail in my\nwork", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "working with new\npeople", "Stayin' Alive", "it was the most fun\nbecause we had\nhistory on Fridays\n(also I like the song)." ], "rows": [ [ "3", "3", "", "3", "", "", "Resourceful", "Detail", "", "including more\nrelevant detail in my\nwork", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Stayin' Alive", "it wasn't boring and I\nlike history." ], [ "3", "2", "", "2", "", "", "Resilience", "Rememberin\ng", "", "acting on feedback\nand improving my\nwork", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Heal the World", "I loved the geography\nlessons." ], [ "3", "3", "", "3", "", "", "Resourceful", "Rememberin\ng", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Rebel Rebel", "it was fun." ], [ "3", "3", "", "2", "", "", "Feedback", "Relationship", "", "working in a group\ninstead of by myself", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "including more\nrelevant detail in my\nwork", "I'm Leaving (on a jet\nplane)", "I enjoyed the Business\nand Enterprise\nlessons." ], [ "3", "3", "", "3", "", "", "Relationship", "Rememberin\ng", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "including more\nrelevant detail in my\nwork", "I've got the power", "I liked he lessons and\nI liked he teachers\nthat I had." ], [ "3", "2", "", "2", "", "", "Detail", "Resilience", "", "acting on feedback\nand improving my\nwork", "improving on\nresilience by trying to\nwork by myself more\noften", "working with new\npeople", "Rebel Rebel", "I just loved the topic in\ngeneral and the\nteachers were all really\nnice!" ], [ "3", "3", "", "2", "", "", "Resilience", "", "", "including more\nrelevant detail in my\nwork", "improving on my\nrefleciveness by\nacting on feedback\ngiven", "working with new\npeople", "Heal the World", "I enjoy learning about\nthe planet, and\ndifferent ways people\nlive to help save the\nworld." ], [ "3", "2", "", "2", "", "", "Resilience", "", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "presenting in front of\nhe class", "Stayin' Alive", "I liked some of the\nteachers' methods." ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "3", "4", "", "4", "", "", "Presentation", "Resilience", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "working with new\npeople", "I've got he power", "it was our first quest." ], "rows": [ [ "3", "3", "", "2", "", "", "Detail", "Resilience", "", "presenting in front of\nhe class", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "working with new\npeople", "I've got the power", "it was good to learn\nabout all the athletes." ], [ "2", "2", "", "3", "", "", "Detail", "Feedback", "", "working with new\npeople", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "including more\nrelevant detail in my\nwork", "I'm Leaving (on a jet\nplane)", "the teachers were\ngood and taught me a\nlot. I also enjoyed the\nsubject in general." ], [ "2", "2", "", "2", "", "", "Presentation", "Detail", "", "working in a group\ninstead of by myself", "improving on\nresilience by trying to\nwork by myself more\noften", "presenting in front of\nthe class", "Heal the World", "I quite liked he idea of\nsaving the world and\nprotecting the animals!" ], [ "3", "3", "", "2", "", "", "", "", "", "acting on feedback\nand improving my\nwork", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Heal the World", "we did not have to do\nany history." ], [ "3", "2", "", "2", "", "", "Detail", "Presentaion", "", "working by myself\ninstead of a group", "improving on\nresilience by trying to\nwork by myself more\noften", "presenting in front of\nthe class", "Heal the World", "I enjoyed learning new\nthings and getting to\nknow new people in\nmy tutor group." ], [ "4", "4", "", "2", "", "", "Relationship", "Feedback", "", "working by myself\ninstead of a group", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Stayin' Alive", "I liked he teachers." ], [ "2", "2", "", "1", "", "", "Detail", "Presentaion", "", "acting on feedback\nand improving my\nwork", "improving on my\nrefleciveness by\nacting on feedback\ngiven", "working by myself\ninstead of a group", "Stayin' Alive", "we did a lot history and\nit was really interesting\n." ], [ "3", "3", "", "3", "", "", "Resilience", "Detail", "", "including more\nrelevant detail in my\nwork", "improving on\nresilience by trying to\nwork by myself more\noften", "working with new\npeople", "I'm Leaving (on a jet\nplane)", "we learnt how slaves\nwere transferred to the\nWest Indies to work\nand they would be\npunished if they didn't\nwork enough. We also\nlearnt about what they\nate and what type of\nhouse and field jobs\nthere were." ], [ "3", "3", "", "2", "", "", "Detail", "Feedback", "", "presenting in front of\nthe class", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "working with new\npeople", "I've got the power", "I liked learning about\ndifferent drugs and\ntechnology in sport." ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "3", "2", "", "3", "", "", "Resilience", "Resourceful", "", "working by myself\ninstead of a group", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "I've got he power", "I liked the history\nlessons, and I also like\nthe teachers in this\nquest." ], "rows": [ [ "3", "3", "", "3", "", "", "Rememberin\ng", "Resourceful", "", "working in a group\ninstead of by myself", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "acting on feedback\nand improving my\nwork", "Stayin' Alive", "we learnt a lot and had\nnice teachers." ], [ "3", "2", "", "2", "", "", "Detail", "Relationship", "", "acting on feedback\nand improving my\nwork", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "I've got the power", "I enjoyed learning\nabout drugs in sport\nwith mostly but\nenjoyed learning about\nfossil fuels as well." ], [ "3", "3", "", "2", "", "", "Resourceful", "Presentaion", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "including more\nrelevant detail in my\nwork", "I'm Leaving (on a jet\nplane)", "I got to try new things\nout with new people." ], [ "3", "3", "", "3", "", "", "Mindset", "Relationship", "", "presenting in front of\nhe class", "improving on building\nrelationships with my\npeers", "including more\nrelevant detail in my\nwork", "Dirty Old Town", "it was mostly history\nand I like history." ], [ "3", "3", "", "3", "", "", "Feedback", "Detail", "", "acting on feedback\nand improving my\nwork", "improving on my\nrefleciveness by\nacting on feedback\ngiven", "working by myself\ninstead of a group", "Stayin' Alive", "I got to learn about the\n1800's doctors and\nmedicine." ], [ "3", "3", "", "3", "", "", "Mindset", "Resourceful", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Heal the World", "it's really fun and you\nget to talk about how\nwe can save the earth." ], [ "4", "4", "", "4", "", "", "Mindset", "Presentaion", "", "", "", "", "", "" ], [ "3", "3", "", "2", "", "", "Relationship", "Feedback", "", "", "", "", "", "" ], [ "2", "2", "", "2", "", "", "Detail", "Feedback", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Heal the World", "I like learning about\nthe world a lot and\nhow to help it. In this\nquest I reckon I have\ndone the most creative\nwork and I enjoy being\ncreative a lot." ], [ "2", "2", "", "2", "", "", "Detail", "Resourceful", "", "presenting in front of\nthe class", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "working with new\npeople", "I've got the power", "we got to design robot\nteachers for the future." ] ], "row_count": 10, "col_count": 14 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "2", "2", "", "2", "", "", "Detail", "Feedback", "", "presenting in front of\nhe class", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "acting on feedback\nand improving my\nwork", "Stayin' Alive", "I liked the CPR." ], [ "2", "2", "", "2", "", "", "Feedback", "Presentation", "", "", "", "", "", "" ], [ "", "3", "", "3", "", "", "Presentation", "Relationship", "", "working with new\npeople", "improving on\nresilience by trying to\nwork by myself more\noften", "including more\nrelevant detail in my\nwork", "Rebel Rebel", "it was good to learn\nabout all the athletes." ], [ "2", "3", "", "2", "", "", "Resourceful", "Feedback", "", "working with new\npeople", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "acting on feedback\nand improving my\nwork", "I'm Leaving (on a jet\nplane)", "I enjoyed the business\nand enterprise. The\nlessons were a lot\nmore fun and we did\nas much work as we\nnormally would, or\nmaybe more! But I\nreally like heal the\nworld as it's really fun,\nthis was a hard\ndecision." ], [ "3", "3", "", "3", "", "", "Feedback", "Detail", "", "including more\nrelevant detail in my\nwork", "improving on\nresilience by trying to\nwork by myself more\noften", "including more\nrelevant detail in my\nwork", "Dirty Old Town", "I see my friends and\nget to work with my\nfriends." ], [ "3", "2", "", "2", "", "", "Resilience", "Detail", "", "working with new\npeople", "improving on\nreadiness by being in\nhe right frame of mind\nfor the lesson", "working with new\npeople", "I've got the power", "I enjoyed the sports\nlessons wih ." ], [ "3", "2", "", "3", "", "", "Mindset", "Feedback", "", "working by myself\ninstead of a group", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "I've got the power", "it stands out in my\nmind because I\nworked on my own." ], [ "2", "2", "", "2", "", "", "Relationship", "Feedback", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "acting on feedback\nand improving my\nwork", "Dirty Old Town", "it had a lot of history\nand I find history\ninteresting." ], [ "3", "3", "", "3", "", "", "Resilience", "Detail", "", "presenting in front of\nthe class", "improving on building\nrelationships with my\npeers", "acting on feedback\nand improving my\nwork", "Rebel Rebel", "it's fun." ], [ "3", "3", "", "3", "", "", "Resilience", "Detail", "", "acting on feedback\nand improving my\nwork", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "I've got the power", "we did practical work\nin sport." ], [ "3", "2", "", "2", "", "", "Detail", "Feedback", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Rebel Rebel", "on Wednesdays we\ngot to go to the sports\nhall!" ] ], "row_count": 11, "col_count": 14 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "3", "2", "", "2", "", "", "Feedback", "Detail", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "acting on feedback\nand improving my\nwork", "I've got he power", "we had lessons that I\nenjoyed in that quest." ], [ "2", "3", "", "3", "", "", "Feedback", "Resilience", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "I'm Leaving (on a jet\nplane)", "I finally realise what\nwe're doing to the\nearth." ], [ "3", "2", "", "2", "", "", "Feedback", "Detail", "", "acting on feedback\nand improving my\nwork", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "Stayin' Alive", "we got to learn about\nthe Black Death, which\nwas interesting to me." ], [ "2", "2", "", "2", "", "", "Feedback", "Rememberin\ng", "", "acting on feedback\nand improving my\nwork", "improving on\nreadiness by being in\nhe right frame of mind\nfor he lesson", "working with new\npeople", "I'm Leaving (on a jet\nplane)", "all the subjects linked\nup the best and it was\na really good topic to\nlearn about." ], [ "3", "3", "", "3", "", "", "Resilience", "Detail", "", "presenting in front of\nhe class", "improving on my\nrefleciveness by\nacting on feedback\ngiven", "including more\nrelevant detail in my\nwork", "Heal the World", "I enjoyed the work." ], [ "2", "2", "", "1", "", "", "Relationship", "Feedback", "", "acting on feedback\nand improving my\nwork", "improving on\nreadiness by being in\nhe right frame of mind\nfor the lesson", "working in a group\ninstead of by myself", "Heal the World", "I just found it\ninteresting and\nlearning about the\nenvironment and the\nexperiments in\nscience. 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group\ninstead of by myself", "I've got the power", "I enjoyed working on\nthe computers in ICT." ], [ "4", "2", "", "3", "", "", "Relationship", "Feedback", "", "", "", "", "", "" ], [ "2", "2", "", "2", "", "", "Resourceful", "Detail", "", "including more\nrelevant detail in my\nwork", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "Stayin' Alive", "I love all the topics and\nwe had a good\natmosphere in our\ntutor group." ], [ "1", "1", "", "1", "", "", "Detail", "Feedback", "", "acting on feedback\nand improving my\nwork", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "I've got the power", "it had lots of fun\nsubjects and I loved\nthe history that we did\nand I felt that I did well\nin History!" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "3", "2", "", "2", "", "", "Equipment", "Relationship", "", "including more\nrelevant detail in my\nwork", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "What a Wonderful\nWorld", "it has been really fun\nto learn about all of\nthese different things\nin What a Wonderful\nWorld. I loved using\nthe microscopes in\nScience because it\nwas really interesting\nto see what is actually\nthere when you look\nclose up. Overall this\nQuest has been a\ngreat experience for\nme." ], [ "2", "2", "", "2", "", "", "Detail", "Feedback", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Rebel Rebel", "I liked all of the things\nwe did in Science with\nthe Bunsen burners\nand learning all about\nthe elements." ], [ "1", "2", "", "2", "", "", "Resilience", "Relationship", "", "working by myself\ninstead of a group", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "working with new\npeople", "I've got the power", "all the lessons were\nvery different and I feel\nI learnt the most in this\nQuest and was able to\nreally focus on the\nwork and enjoy it more\nthan in my other Quest\nrotations. I very much\nenjoyed my ICT\nlessons, and I loved\nmy History and\nGeography lessons\ntoo. One of my\nfavourite lessons was\nin History when we\nlearnt about the Bailey\ncastle and got to build\nmodels of our own\ncastles and script what\nweapons and defence\nwe would have. All\nthese reasons are why\nI loved this Quest so\nmuch and would\ndefinitely do it again!" ], [ "4", "4", "", "4", "", "", "Equipment", "Mindset", "", "working by myself\ninstead of a group", "improving on my\nrefleciveness by\nacting on feedback\ngiven", "including more\nrelevant detail in my\nwork", "Dirty Old Town", "I liked he topics." ], [ "3", "4", "", "3", "", "", "Resilience", "Mindset", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Stayin' Alive", "it was the most fun\nQuest I have done so\nfar." ], [ "3", "3", "", "4", "", "", "Relationship", "Resourceful", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Rebel Rebel", "I liked he subjects." ], [ "2", "2", "", "1", "", "", "Equipment", "Feedback", "", "working with new\npeople", "improving on\nresilience by trying to\nwork by myself more\noften", "working by myself\ninstead of a group", "I'm Leaving (on a jet\nplane)", "I liked he subjects and\nfelt like I learnt a lot." ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "3", "3", "", "3", "", "", "Detail", "Remembering", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Stayin' Alive", "it introduced me to\nnew things. My\nfavourite was Stayin'\nAlive but I love I'm\nLeaving as well. I'm\nLeaving is an amazing\nQuest and you get to\nlearn a lot. It's fun and\neducational!" ], "rows": [ [ "3", "4", "", "4", "", "", "Equipment", "Mindset", "", "working with new\npeople", "improving on\nreadiness by being in\nthe right frame of mind\nfor he lesson", "working with new\npeople", "Stayin' Alive", "I enjoyed he topics\nand activities." ], [ "2", "2", "", "2", "", "", "Detail", "Feedback", "", "including more\nrelevant detail in my\nwork", "improving on building\nrelationships with my\npeers", "working in a group\ninstead of by myself", "Rebel Rebel", "it was the most\ninteresting. I found the\nrebels or the\nprotesters most\ninteresting along with\nHistory classes." ], [ "2", "2", "", "3", "", "", "Equipment", "Relationship", "", "including more\nrelevant detail in my\nwork", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "presenting in front of\nthe class", "Rebel Rebel", "I really enjoyed the\nclasses in Rebel\nRebel." ], [ "2", "3", "", "3", "", "", "Resourceful", "Feedback", "", "acting on feedback\nand improving my\nwork", "improving on my\nrefleciveness by\nacting on feedback\ngiven", "presenting in front of\nthe class", "I'm Leaving (on a jet\nplane)", "of the subjects and the\ntasks were fun." ], [ "2", "2", "", "2", "", "", "Resilience", "Detail", "", "including more\nrelevant detail in my\nwork", "improving on building\nrelationships with my\npeers", "acting on feedback\nand improving my\nwork", "I'm Leaving (on a jet\nplane)", "the topics were\ninteresting and the\nactivities we did about\nplaces and travel were\ninteresting." ], [ "2", "2", "", "3", "", "", "Detail", "Resourceful", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "working in a group\ninstead of by myself", "Stayin' Alive", "it was very fun to me\nand it was the first\nQuest I did. I also liked\nfirst aid class." ], [ "2", "2", "", "2", "", "", "Detail", "Remembering", "", "working in a group\ninstead of by myself", "improving on\nreadiness by being in\nhe right frame of mind\nfor the lesson", "acting on feedback\nand improving my\nwork", "I'm Leaving (on a jet\nplane)", "I enjoyed the ICT and\nScience classes." ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "2", "2", "", "2", "", "", "Presentation", "Resourceful", "", "presenting in front of\nhe class", "improving on\nreadiness by being in\nthe right frame of mind\nfor he lesson", "working with new\npeople", "I'm Leaving (on a jet\nplane)", "I enjoyed our Business\nlessons." ], "rows": [ [ "1", "2", "", "2", "", "", "Detail", "Homework", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Dirty Old Town", "in History we got to\nlearn about all different\ntime periods. It was\nreally fun to find out\nabout all the different\nthings in those time\nperiods." ], [ "3", "3", "", "2", "", "", "Relationship", "Feedback", "", "including more\nrelevant detail in my\nwork", "improving on building\nrelationships with my\npeers", "acting on feedback\nand improving my\nwork", "Dirty Old Town", "it was all new and the\ntopics we learned\nabout were interesting." ], [ "3", "2", "", "2", "", "", "Relationship", "Feedback", "", "presenting in front of\nhe class", "improving on\nresilience by trying to\nwork by myself more\noften", "presenting in front of\nthe class", "Dirty Old Town", "I enjoyed learning\nabout the plague and\ndiseases." ], [ "3", "3", "", "3", "", "", "Resilience", "Remembering", "", "presenting in front of\nthe class", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "acting on feedback\nand improving my\nwork", "Dirty Old Town", "it was very interesting." ], [ "2", "3", "", "3", "", "", "Detail", "Mindset", "", "presenting in front of\nthe class", "improving on\nresilience by trying to\nwork by myself more\noften", "working with new\npeople", "Stayin' Alive", "I liked his Quest\nbecause of the RE\ntopics." ], [ "3", "3", "", "4", "", "", "Mindset", "Resilience", "", "presenting in front of\nthe class", "improving on\nreadiness by being in\nhe right frame of mind\nfor the lesson", "acting on feedback\nand improving my\nwork", "I'm Leaving (on a jet\nplane)", "the subjects were\ninteresting." ], [ "3", "3", "", "3", "", "", "Resilience", "Remembering", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "What a Wonderful\nWorld", "I like the Geography\nlessons, so this has\nbeen my favourite." ], [ "3", "4", "", "4", "", "", "Equipment", "Mindset", "", "presenting in front of\nthe class", "improving on building\nrelationships with my\npeers", "presenting in front of\nhe class", "I've got the power", "I liked the acivities." ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "2", "1", "", "1", "", "", "Presentation", "Remembering", "", "acting on feedback\nand improving my\nwork", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "working with new\npeople", "Rebel Rebel", "we did lots of research\nabout rebels and it\nwas very fun." ], "rows": [ [ "2", "3", "", "3", "", "", "Rememberin\ng", "Detail", "", "including more\nrelevant detail in my\nwork", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Rebel Rebel", "I learned a lot in ICT." ], [ "3", "3", "", "2", "", "", "Relationship", "Feedback", "", "working in a group\ninstead of by myself", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "working in a group\ninstead of by myself", "Rebel Rebel", "we learnt about a\nvariety of topics which\nmade it fun." ], [ "3", "2", "", "2", "", "", "Rememberin\ng", "Detail", "", "acting on feedback\nand improving my\nwork", "improving on\nresilience by trying to\nwork by myself more\noften", "presenting in front of\nthe class", "Stayin' Alive", "it was really fun and I\nliked the lessons. They\nwere really interesting\nand excited, and loved\nlearning about all the\ninteresting things in\nthat Quest." ], [ "2", "3", "", "2", "", "", "Rememberin\ng", "Detail", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "acting on feedback\nand improving my\nwork", "What a Wonderful\nWorld", "it was fun and I worked\nwith new people." ], [ "3", "3", "", "3", "", "", "Rememberin\ng", "Homework", "", "including more\nrelevant detail in my\nwork", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "including more\nrelevant detail in my\nwork", "What a Wonderful\nWorld", "I worked the hardest in\nthis Quest. l like how\nsometimes l have\nworked by myself and\nmade lots of progress\nhow to l learn by\nmyself." ], [ "2", "2", "", "1", "", "", "Detail", "Relationship", "", "including more\nrelevant detail in my\nwork", "improving on\nreadiness by being in\nhe right frame of mind\nfor the lesson", "acting on feedback\nand improving my\nwork", "I'm Leaving (on a jet\nplane)", "it's so interesting and I\nloved learning about\nthe slave trade. It was\nreally good to learn\nabout it." ], [ "2", "3", "", "2", "", "", "Resilience", "Resourceful", "", "working in a group\ninstead of by myself", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "presenting in front of\nthe class", "Rebel Rebel", "I liked he topics." ], [ "3", "3", "", "2", "", "", "Resilience", "Mindset", "", "working by myself\ninstead of a group", "improving on my\nrefleciveness by\nacting on feedback\ngiven", "presenting in front of\nhe class", "What a Wonderful\nWorld", "it was very scientific.\nAnd I love science so\nit's a win-win. I also\nlearned a lot about\ncells and animals." ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "1", "2", "", "1", "", "", "Relationship", "Remembering", "", "working with new\npeople", "improving on my\nrefleciveness by\nacting on feedback\ngiven", "including more\nrelevant detail in my\nwork", "Rebel Rebel", "we learnt about lots of\ninteresting things in all\nlessons and I also\nliked all of the subjects\nwe had. My favourite\nlesson in this Quest\nwas Geography\nbecause it was fun\nand we got to work\nwith lots of new\npeople." ], [ "2", "2", "", "2", "", "", "Rememberin\ng", "Detail", "", "presenting in front of\nhe class", "improving on\nreadiness by being in\nthe right frame of mind\nfor he lesson", "working with new\npeople", "I'm Leaving (on a jet\nplane)", "I liked the Business\nlessons." ], [ "3", "3", "", "2", "", "", "Resilience", "Remembering", "", "working by myself\ninstead of a group", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Stayin' Alive", "I like learning about\nthe Black Death and\nthe plague and what\nhas actually happened\nin the old days." ], [ "1", "1", "", "1", "", "", "Detail", "Feedback", "", "working with new\npeople", "improving on\nreadiness by being in\nhe right frame of mind\nfor the lesson", "working by myself\ninstead of a group", "Rebel Rebel", "it gives me a good\nreason to bring my\nmost prized\npossession into\nschool:\nI can\nbring them in for my\nshowcase." ], [ "3", "3", "", "2", "", "", "Relationship", "Feedback", "", "acting on feedback\nand improving my\nwork", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "working in a group\ninstead of by myself", "Rebel Rebel", "the activities we did\nwere fun." ], [ "2", "3", "", "3", "", "", "Resilience", "Resourceful", "", "working in a group\ninstead of by myself", "improving on\nreadiness by being in\nhe right frame of mind\nfor the lesson", "presenting in front of\nthe class", "Dirty Old Town", "the Quest topics were\ninteresting." ], [ "1", "1", "", "1", "", "", "Detail", "Feedback", "", "presenting in front of\nthe class", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Stayin' Alive", "it was just generally\ninteresting and I liked\nlearning about\ndiseases and people\nwho did not stay alive." ], [ "3", "3", "", "3", "", "", "Resourceful", "Mindset", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "acting on feedback\nand improving my\nwork", "Rebel Rebel", "I enjoyed the acivities." ], [ "3", "3", "", "3", "", "", "Resourceful", "Feedback", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "including more\nrelevant detail in my\nwork", "I'm Leaving (on a jet\nplane)", "I enjoyed the topics\nand finding out new\nthing about places and\nto learn about slavery.\nIt was interesting to\nlearn and know more\nabout the slave trade." ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "2", "2", "", "2", "", "", "Relationship", "Remembering", "", "acting on feedback\nand improving my\nwork", "improving on building\nrelationships with my\npeers", "acting on feedback\nand improving my\nwork", "Stayin' Alive", "it was the best and\nmost interesting\nQuest." ], [ "3", "3", "", "3", "", "", "Resilience", "Mindset", "", "acting on feedback\nand improving my\nwork", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "working by myself\ninstead of a group", "Stayin' Alive", "it's fun learning about\nCPR and Dr ABC." ], [ "3", "3", "", "2", "", "", "Relationship", "Feedback", "", "working by myself\ninstead of a group", "improving on\nresilience by trying to\nwork by myself more\noften", "including more\nrelevant detail in my\nwork", "I'm Leaving (on a jet\nplane)", "we learn about\nanimals and wildlife." ], [ "2", "3", "", "3", "", "", "Resilience", "Remembering", "", "including more\nrelevant detail in my\nwork", "improving on my\nrefleciveness by\nacting on feedback\ngiven", "working by myself\ninstead of a group", "Stayin' Alive", "I liked learning the\nmedical stuff. It was\nnot too diificult, it was\njust fun." ], [ "4", "4", "", "4", "", "", "Mindset", "Resilience", "", "", "", "", "", "" ], [ "2", "3", "", "3", "", "", "Rememberin\ng", "Detail", "", "presenting in front of\nthe class", "improving on\nresilience by trying to\nwork by myself more\noften", "working by myself\ninstead of a group", "Rebel Rebel", "it was enjoyable." ], [ "2", "1", "", "1", "", "", "Rememberin\ng", "Resourceful", "", "working by myself\ninstead of a group", "improving on\nresilience by trying to\nwork by myself more\noften", "presenting in front of\nthe class", "Stayin' Alive", "we learnt about the\nplague and old and\nnew medicine." ], [ "3", "3", "", "3", "", "", "Resilience", "Mindset", "", "working with new\npeople", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "acting on feedback\nand improving my\nwork", "I've got the power", "I got to express\ncreativity in all\nsubjects." ], [ "2", "2", "", "2", "", "", "Resilience", "Resourceful", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "acting on feedback\nand improving my\nwork", "I've got the power", "it was the most fun for\nme and very creative." ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "2", "2", "", "2", "", "", "Feedback", "Detail", "", "presenting in front of\nhe class", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Stayin' Alive", "I learnt new things and\nI had a chance to work\nwith different people." ], "rows": [ [ "2", "3", "", "3", "", "", "Mindset", "Feedback", "", "including more\nrelevant detail in my\nwork", "improving on\nresilience by trying to\nwork by myself more\noften", "acting on feedback\nand improving my\nwork", "Dirty Old Town", "the lessons were fun." ], [ "2", "2", "", "2", "", "", "Feedback", "Detail", "", "acting on feedback\nand improving my\nwork", "improving on\nresilience by trying to\nwork by myself more\noften", "including more\nrelevant detail in my\nwork", "Dirty Old Town", "I enjoyed learning\nabout cholera in\nHistory and learning\nabout different robots\nthat can help in ciies\nin ICT." ], [ "3", "3", "", "3", "", "", "Resilience", "Remembering", "", "including more\nrelevant detail in my\nwork", "improving on\nreadiness by being in\nhe right frame of mind\nfor the lesson", "working by myself\ninstead of a group", "Stayin' Alive", "History was\ninteresting." ], [ "3", "3", "", "3", "", "", "Resilience", "Resourceful", "", "working in a group\ninstead of by myself", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "including more\nrelevant detail in my\nwork", "Stayin' Alive", "the activities we did\nwere fun." ], [ "3", "3", "", "3", "", "", "Rememberin\ng", "Feedback", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "including more\nrelevant detail in my\nwork", "I'm Leaving (on a jet\nplane)", "I really liked Business." ], [ "2", "1", "", "1", "", "", "Rememberin\ng", "Detail", "", "including more\nrelevant detail in my\nwork", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Stayin' Alive", "it was fun to do the\nexperiments in class." ], [ "2", "2", "", "2", "", "", "Resilience", "Resourceful", "", "acting on feedback\nand improving my\nwork", "improving on\nresilience by trying to\nwork by myself more\noften", "working in a group\ninstead of by myself", "What a Wonderful\nWorld", "it was fun." ], [ "1", "2", "", "3", "", "", "Mindset", "Remembering", "", "working by myself\ninstead of a group", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Stayin' Alive", "I found it fun and\nenjoyable and I\nenjoyed first aid\nclasses because we\nmade posters and had\na lot of fun and learnt\nso much more about\nhow to help people\nwho need first aid." ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "3", "2", "", "1", "", "", "Feedback", "Detail", "", "presenting in front of\nhe class", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "acting on feedback\nand improving my\nwork", "Dirty Old Town", "the activities we did\nwere fun." ], [ "2", "1", "", "2", "", "", "Resourceful", "Remembering", "", "working by myself\ninstead of a group", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "working in a group\ninstead of by myself", "Rebel Rebel", "I really enjoyed the ICT\nclasses." ], [ "2", "1", "", "2", "", "", "Presentation", "Remembering", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "including more\nrelevant detail in my\nwork", "Rebel Rebel", "I really enjoyed the ICT\nand RE lessons." ], [ "2", "2", "", "2", "", "", "Relationship", "Detail", "", "", "", "", "", "" ], [ "2", "2", "", "2", "", "", "Resourceful", "Detail", "", "acting on feedback\nand improving my\nwork", "improving on\nreadiness by being in\nthe right frame of mind\nfor he lesson", "presenting in front of\nthe class", "Stayin' Alive", "it was my first Quest\nand it introduced me to\nCRHS. The classes\nwere great as well. It\nwas my favourite\nbecause it was fun\nand new. If I had to\nchoose to go through\na Quest again it would\nbe Staying Alive. It\nwas by far the most\nfun." ], [ "4", "3", "", "3", "", "", "Resilience", "Mindset", "", "presenting in front of\nhe class", "improving on\nreadiness by being in\nhe right frame of mind\nfor he lesson", "working in a group\ninstead of by myself", "I've got the power", "I got to make a\ncardboard castle for\nmy Quest showcase." ], [ "3", "3", "", "3", "", "", "Mindset", "Resilience", "", "including more\nrelevant detail in my\nwork", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "presenting in front of\nthe class", "What a Wonderful\nWorld", "I liked all the work we\ndid and found it really\nfun working in pairs.\nIt's been really fun and\nI love decorating\nposters and the work\nis really fun." ], [ "2", "2", "", "2", "", "", "Feedback", "Detail", "", "working by myself\ninstead of a group", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Rebel Rebel", "I love the subjects we\nhave and our tutor\ngroup had a great\natmosphere for these\nclasses." ], [ "2", "2", "", "1", "", "", "Feedback", "Detail", "", "including more\nrelevant detail in my\nwork", "improving on\nresilience by trying to\nwork by myself more\noften", "presenting in front of\nthe class", "Stayin' Alive", "I liked he learning I\ndid in History about\nmedicine and learning\nabout first aid." ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "3", "3", "", "2", "", "", "Feedback", "Detail", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "acting on feedback\nand improving my\nwork", "Rebel Rebel", "I enjoyed all our\nsubjects in this Quest,\nespecially Geography." ], [ "3", "3", "", "4", "", "", "Equipment", "Resourceful", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "working in a group\ninstead of by myself", "Rebel Rebel", "it was fun." ], [ "3", "3", 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new\npeople", "Stayin' Alive", "I really enjoyed first aid\nand we got to do CPR\non dolls." ], [ "3", "3", "", "3", "", "", "Feedback", "Detail", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "working with new\npeople", "What a Wonderful\nWorld", "it's was fun learning\nabout new things and\nmeeting new people." ], [ "2", "1", "", "1", "", "", "Resilience", "Resourceful", "", "presenting in front of\nthe class", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "presenting in front of\nhe class", "I'm Leaving (on a jet\nplane)", "the topics were fun\nand interesting." ], [ "4", "3", "", "3", "", "", "Equipment", "Mindset", "", "working in a group\ninstead of by myself", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "acting on feedback\nand improving my\nwork", "Stayin' Alive", "it was fun and I liked\nthe music." ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "2", "3", "", "3", "", "", "Equipment", "Mindset", "", "working with new\npeople", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "I've got he power", "I liked the lessons and\nactivities." ], [ "2", "2", "", "3", "", "", "Resilience", "Resourceful", "", "working by myself\ninstead of a group", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "I've got the power", "I had fun and I felt like\nI was in the right\ngroup!" ], [ "2", "2", "", "1", "", "", "Equipment", "Feedback", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Rebel Rebel", "I got to work with new\npeople that I have\nmade friends with." ], [ "3", "3", "", "3", "", "", "Resourceful", "Remembering", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Rebel Rebel", "I liked learning about\nBletchley park in ICT." ], [ "3", "3", "", "3", "", "", "Mindset", "Feedback", "", "working by myself\ninstead of a group", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Dirty Old Town", "I love history." ], [ "2", "2", "", "2", "", "", "Resourceful", "Detail", "", "acting on feedback\nand improving my\nwork", "improving on my\nrefleciveness by\nacting on feedback\ngiven", "presenting in front of\nthe class", "Stayin' Alive", "we got to learn how to\ndo CPR and learn\nabout the human body" ], [ "3", "3", "", "2", "", "", "Rememberin\ng", "Detail", "", "working by myself\ninstead of a group", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "presenting in front of\nthe class", "I've got the power", "it is about learning\nabout power, and\ndoing ICT was my\nfavourite part." ], [ "3", "3", "", "3", "", "", "Mindset", "Resilience", "", "presenting in front of\nthe class", "improving on\nresilience by trying to\nwork by myself more\noften", "working by myself\ninstead of a group", "I've got the power", "I got to learn new\nthings" ], [ "3", "3", "", "3", "", "", "Resourceful", "Remembering", "", "presenting in front of\nthe class", "improving on\nreadiness by being in\nhe right frame of mind\nfor the lesson", "working by myself\ninstead of a group", "Rebel Rebel", "I liked he group I\nworked with." ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "2", "2", "", "2", "", "", "Resourceful", "Detail", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "including more\nrelevant detail in my\nwork", "Rebel Rebel", "of all the lessons.\nThey were interesting." ], [ "1", "2", "", "3", "", "", "Resilience", "Feedback", "", "acting on feedback\nand improving my\nwork", "improving on building\nrelationships with my\npeers", "working with new\npeople", "I'm Leaving (on a jet\nplane)", "I really enjoyed the\nsubjects and the\nactivities." ], [ "1", "1", "", "1", "", "", "Detail", "Feedback", "", "presenting in front of\nhe class", "improving on building\nrelationships with my\npeers", "working in a group\ninstead of by myself", "Rebel Rebel", "I really enjoyed the\nscience area of it and\nit involved interesting\nICT topics." ], [ "3", "3", "", "3", "", "", "Resilience", "Resourceful", "", "working by myself\ninstead of a group", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "Stayin' Alive", "I liked hat we learned\nabout CPR." ], [ "3", "3", "", "3", "", "", "Equipment", "Mindset", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Rebel Rebel", "I liked ICT." ], [ "3", "3", "", "3", "", "", "Equipment", "Relationship", "", "working by myself\ninstead of a group", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "presenting in front of\nthe class", "Dirty Old Town", "I learnt so much in\nHistory and I loved it\nso much. I learned\nabout the way\ntechnology and jobs\ndeveloped and about\ncholera which I found\ninteresting and it was\nprobably the one I did\nmy best on!" ], [ "3", "3", "", "2", "", "", "Resilience", "Resourceful", "", "working with new\npeople", "improving on\nreadiness by being in\nhe right frame of mind\nfor the lesson", "presenting in front of\nthe class", "What a Wonderful\nWorld", "I liked he subjects and\nthat What a Wonderful\nWorld teaches us that\nother people have\ndifferent beliefs which I\nquite like." ], [ "2", "1", "", "1", "", "", "Resourceful", "Detail", "", "working in a group\ninstead of by myself", "improving on building\nrelationships with my\npeers", "presenting in front of\nhe class", "Dirty Old Town", "of the History lessons\nwhere I learned about\nthe cities. I also liked\ndoing the Geography,\nwhere I learned about\nsustainable cities and\npower sources." ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "3", "3", "", "3", "", "", "Resilience", "Detail", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Rebel Rebel", "I liked the lessons the\nmost, especially\nGeography." ], [ "3", "3", "", "3", "", "", "Relationship", "Detail", "", "working with new\npeople", "improving on building\nrelationships with my\npeers", "including more\nrelevant detail in my\nwork", "Rebel Rebel", "of 3 reasons: 1. It was\nmy first Quest, so it\nstarted my high school\ncareer and showed me\nnew opportunities. 2.\nRebel Rebel had some\nof my favourite classes\nsuch as: ICT, Science\netc. I loved these\nclasses because they\nwere relatively calm\nand were very\ninteractive. 3. 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As I haven't\nreally learnt about that\never, it was very\nintriguing to me. 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learned\nabout medicine,\nmummies and\ndiseases. I also\nenjoyed Science\nwhere we looked at\nbacteria and used\nmicroscopes to see\nhow it grows." ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "3", "3", "D", "3", "D", "", "Resourceful", "Rememberin\ng", "", "working with new\npeople.", "improving on building\nrelaionships with my\npeers.", "working with new\npeople.", "Stayin' Alive.", "we learnt about first\naid." ], "rows": [ [ "3", "3", "D", "4", "D", "", "Mindset", "Resilience", "", "working with new\npeople.", "improving on building\nrelaionships wih my\npeers.", "acting on feedback\nand improving my\nwork.", "Stayin' Alive.", "we got to do fun\nactivities." ], [ "3", "3", "D", "2", "D", "", "Equipment", "Feedback", "", "acting on feedback\nand improving my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "including more\nrelevant detail in my\nwork.", "I'm Leaving (on a jet\nplane).", "I like aviation, and I\nenjoyed it more than\nthe rest." ], [ "2", "2", "S", "2", "S", "", "Rememberin\ng", "Feedback", "", "acting on feedback\nand improving my\nwork.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "working by myself\ninstead of a group.", "I've got the power.", "it was he first Quest I\ndid and it was all new\nto me." ], [ "1", "2", "S", "1", "S", "", "Resourceful", "Presentation", "", "including more\nrelevant detail in my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "acting on feedback\nand improving my\nwork.", "Into the Unknown.", "we went out side the\nmost and played sport" ], [ "3", "3", "D", "3", "D", "", "Resilience", "Relationship", "", "", "", "", "", "" ], [ "2", "3", "S", "2", "S", "", "Detail", "Rememberin\ng", "", "", "", "", "", "" ], [ "3", "3", "S", "3", "S", "", "Relationship", "Resourceful", "", "working in a group\ninstead of by myself.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working with new\npeople.", "What a Wonderful\nWorld.", "the atmosphere was\nvery calm." ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "3", "2", "D", "3", "D", "", "ememberin", "Detail", "", "working by myself\ninstead of a group.", "improving on\nresilience by trying to\nwork by myself more\noften.", "working with new\npeople.", "Dirty Old Town.", "it's just been really fun\nand the topics\ninteresting and I think\nI've learned a lot and\nit's just been great." ], "rows": [ [ "2", "2", "S", "2", "S", "", "ememberin", "Feedback", "", "working in a group\ninstead of by myself.", "improving on building\nrelaionships wih my\npeers.", "working with new\npeople.", "Rebel Rebel.", "I loved learning about\nthe music a lot. It was\nvery interesting and I\nlove music in general." ], [ "2", "3", "D", "2", "S", "", "etail", "Rememberin\ng", "", "working in a group\ninstead of by myself.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "acting on feedback\nand improving my\nwork.", "Into the Unknown.", "it was fun." ], [ "3", "3", "S", "2", "S", "", "resentation", "Detail", "", "acting on feedback\nand improving my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "including more\nrelevant detail in my\nwork.", "Dirty Old Town.", "it was fun." ], [ "3", "3", "S", "2", "S", "", "esourceful", "Detail", "", "acting on feedback\nand improving my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working with new\npeople.", "Dirty Old Town.", "I enjoyed learning\nabout how the dirty\nwater killed hundreds\nof people from just one\nwater pump and how\nthe streets where\ncovered in animal and\nhuman waste and 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more\nrelevant detail in my\nwork.", "Stayin' Alive.", "we learnt about the\nhistory of medicine\nand it was really fun!" ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "3", "3", "S", "2", "S", "", "Resourceful", "Detail", "", "", "", "", "", "" ], "rows": [ [ "3", "3", "D", "4", "E", "", "Feedback", "Resilience", "", "", "", "", "", "" ], [ "4", "2", "S", "2", "S", "", "Feedback", "Equipment", "", "working by myself\ninstead of a group.", "improving on\nresilience by trying to\nwork by myself more\noften.", "including more\nrelevant detail in my\nwork.", "I've got the power.", "Ienjoyed doing my\nshowcase about\nfishing." ], [ "3", "3", "D", "2", "D", "", "Equipment", "Feedback", "", "presenting in front of\nthe class.", "improving on building\nrelaionships with my\npeers.", "working with new\npeople.", "Dirty Old Town.", "we got to do more\nscience experiments." ], [ "3", "3", "S", "3", "S", "", "Rememberin\ng", "Feedback", "", "working with new\npeople.", "improving on 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really cool doing\nall the practicals in PE\nand learning about\nspace." ], [ "2", "2", "S", "3", "D", "", "Feedback", "Relationship", "", "presenting in front of\nthe class.", "improving on building\nrelaionships wih my\npeers.", "working with new\npeople.", "Into the Unknown.", "I liked how we went to\nthe sports hall and we\nplayed sports and\ngames in the sports\nhall." ] ], "row_count": 9, "col_count": 14 }, { "headers": [ "3", "3", "D", "3", "D", "", "Mindset", "Feedback", "", "working in a group\ninstead of by myself.", "improving on building\nrelaionships with my\npeers.", "working with new\npeople.", "Rebel Rebel.", "we got to use the\ncomputers a lot." ], "rows": [ [ "2", "3", "S", "3", "D", "", "Homework", "Presentation", "", "working in a group\ninstead of by myself.", "improving on building\nrelaionships wih my\npeers.", "including more\nrelevant detail in my\nwork.", "Into the Unknown.", "learning about the\ndifferent sports was\nfun." ], [ "2", "3", "S", "3", "D", "", 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building\nrelaionships wih my\npeers.", "including more\nrelevant detail in my\nwork.", "Rebel Rebel.", "you moved classes a\nlot instead of staying in\none place for a double\nlesson." ], [ "3", "3", "D", "2", "S", "", "Resourceful", "Detail", "", "including more\nrelevant detail in my\nwork.", "improving on building\nrelaionships wih my\npeers.", "working in a group\ninstead of by myself.", "I'm Leaving (on a jet\nplane).", "the Geography\nlessons were\ninteresting." ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "3", "3", "D", "3", "D", "", "Rememberin\ng", "Detail", "", "presenting in front of\nthe class.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "working with new\npeople.", "Stayin' Alive.", "all of the information\nwas very new and\ninteresting and I\nlearned quite a lot." ], "rows": [ [ "3", "3", "D", "2", "S", "", "Detail", "Resourceful", "", "including more\nrelevant detail in my\nwork.", "improving on building\nrelaionships wih my\npeers.", "acting on feedback\nand improving my\nwork.", "Dirty Old Town.", "I found the History\ntopic interesting." ], [ "3", "2", "S", "1", "S", "", "Rememberin\ng", "Feedback", "", "working in a group\ninstead of by myself.", "improving on building\nrelaionships with my\npeers.", "including more\nrelevant detail in my\nwork.", "I've got the power.", "it was he first Quest\nwe did and it was\nexiting because we\nhad just started High\nSchool." ], [ "3", "3", "S", "3", "D", "", "Resilience", "Feedback", "", "working in a group\ninstead of by myself.", "improving on building\nrelaionships wih my\npeers.", "acting on feedback\nand improving my\nwork.", "I've got the power.", "it was very intresting\nand fun." ], [ "3", "3", "D", "3", "D", "", "Detail", "Feedback", "", "working in a group\ninstead of by myself.", "improving on building\nrelaionships wih my\npeers.", "presenting in front of\nthe class.", "Into the Unknown.", "it was he first Quest\nwe did 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"improving on building\nrelaionships wih my\npeers.", "working with new\npeople.", "I've got the power.", "it was fun to learn\nabout the human body\nand fitness." ], "rows": [ [ "3", "3", "S", "3", "D", "", "Resilience", "Feedback", "", "acting on feedback\nand improving my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working with new\npeople.", "Dirty Old Town.", "we had History and\nthere were a lot of\ninteresting topics." ], [ "3", "3", "D", "3", "D", "", "Feedback", "Resilience", "", "", "", "", "", "" ], [ "3", "3", "D", "3", "D", "", "Rememberin\ng", "Feedback", "", "working with new\npeople.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "presenting in front of\nthe class.", "Stayin' Alive.", "I really enjoyed\nlearning about\nmedicine in the fifteen\nhundreds and how it\nhas evolved." ], [ "3", "3", "S", "3", "S", "", "Detail", "Presentation", "", "presenting in front of\nthe class.", "improving on 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"including more\nrelevant detail in my\nwork.", "Into the Unknown.", "it was fun doing\nmistery work." ], [ "2", "3", "S", "2", "S", "", "Detail", "Resourceful", "", "including more\nrelevant detail in my\nwork.", "improving on building\nrelaionships wih my\npeers.", "presenting in front of\nthe class.", "I've got the power.", "we learnt about many\ndifferent things and I\nliked the atmosphere." ], [ "3", "2", "D", "3", "S", "", "Detail", "Resilience", "", "presenting in front of\nthe class.", "improving on\nresilience by trying to\nwork by myself more\noften.", "working by myself\ninstead of a group.", "Stayin' Alive.", "I found it really\ninteresting and I really\nenjoyed all the\nactivities we did." ], [ "3", "2", "S", "2", "S", "", "Resilience", "Rememberin\ng", "", "presenting in front of\nthe class.", "improving on building\nrelaionships wih my\npeers.", "acting on feedback\nand improving my\nwork.", "I've got the power.", "I enjoyed learninga\nabout fitness and the\nbody." ], [ 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4, "col_count": 14 }, { "headers": [ ")LAL(\nmreT\nleveL\nnmutuA\n3SK\ntseuQ 8\nraeY", "3~uQ\ngninraeL mreT\nnmutuA\not\nedutittA\n8\nraeY", "2~)LAL(\nmreT\nleveL\ngnirpS\n3SK\ntseuQ 8\nraeY", "2~uQ\ngninraeL mreT\ngnirpS\not\nedutittA\n8\nraeY", "3~)LAL(\nmreT\nleveL\nremmuS\n3SK\ntseuQ 8\nraeY", "seuQ\nmreT\ngninraeL\nremmuS\not\nedutittA\n8\nraeY", "tseuQ mreT\nyrammuS remmuS\n8\nlipuP raeY", "1\nspetS\nmreT\ntxeN remmuS\n3SK\ntseuQ 8\nraeY", "", "2\nspetS\nmreT\ntxeN remmuS\n3SK\ntseuQ 8\nraeY", "raeY\ntseuQ\nmreT\ntnemeveihcA\nremmuS\n8", "8\nraeY\ntseuQ\nmreT\nllikS remmuS\nsR6", "8\nraeY\ntseuQ mreT\nevorpmI remmuS", "8\nraeY\ntseuQ\nmreT\netiruovaF\nremmuS", "tseuQ\nmreT\nesuaceB\nremmuS\netiruovaF\n8\nraeY" ], "rows": [ [ "", "3", "", "3", "", "2", "", "", "Rememberin", "Resilience", "presenting in front of\nthe class", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "working with new\npeople", "The good, the bad and\nthe ugly", "It was engaging and\ninteresting." ], [ "", "3", "", "2", "", "3", "", "", "esourceful", "Rememberin\ng", "including more\nrelevant detail in my\nwork", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "Humpty Dumpty", "It was easy to\ncomplete the work and\nmy team had a good\ndiscussion about the\nwork." ], [ "", "2", "", "3", "", "2", "", "", "ememberin", "Feedback", "presenting in front of\nthe class", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "including more\nrelevant detail in my\nwork", "The good, the bad and\nthe ugly", "It had questions that\nmade me think a bit\ndeeper." ], [ "", "3", "", "3", "", "3", "", "", "ememberin", "Presentation", "working in a group\ninstead of by myself", "improving on building\nrelaionships wih my\npeers", "presenting in front of\nthe class", "The good, the bad and\nthe ugly", "I did a presentation\nabout all the different\nsports and then\nshowed it to the rest of\nthe class. I enjoyed\nthis one because we\nmake loads of different\nslides about sports\nand a quiz which we\nforgot." ], [ "", "2", "", "2", "", "2", "", "", "ememberin", "Resilience", "presenting in front of\nthe class", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "including more\nrelevant detail in my\nwork", "Oh island so strong\nand so fair", "It's ok." ], [ "", "3", "", "3", "", "3", "", "", "ememberin", "Detail", "presenting in front of\nthe class", "improving on building\nrelationships wih my\npeers", "working with new\npeople", "Oh island so strong\nand so fair", "This was my favourite\nbecause we got to\ndesign our own island." ], [ "", "3", "", "1", "", "1", "", "", "esourceful", "Rememberin\ng", "acting on feedback\nand improving my\nwork", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "It was my favourite\nQuest because it let\nme be creative and it\nlet me create my own\nproject." ] ], "row_count": 7, "col_count": 15 }, { "headers": [ "", "3", "", "1", "", "1", "", "Resourceful", "Rememberin\ng", "including more\nrelevant detail in my\nwork", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "It was very fun and it\nwas a topic I am\ninterested in." ], "rows": [ [ "", "2", "", "1", "", "1", "", "Feedback", "Detail", "presenting in front of\nthe class", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "acting on feedback\nand improving my\nwork", "The good, the bad and\nthe ugly", "I like this quest\nbecause it gives\neveryone a chance to\nexpress their own\nopinion on different\ntopics. We all got to\ntalk and debate why\nwe thought what we\nthought. It was a good\ntopic to do and I really\nenjoyed it." ], [ "", "4", "", "4", "", "4", "", "Mindset", "Rememberin\ng", "including more\nrelevant detail in my\nwork", "improving on building\nrelaionships wih my\npeers", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "It was fun to have your\nown island to be\ncreative with and do\nwhat you want with it." ], [ "", "3", "", "3", "", "3", "", "Resilience", "Detail", "acting on feedback\nand improving my\nwork", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "working with new\npeople", "Oh island so strong\nand so fair", "I enjoyed learning\nabout Communism\nand thinking about\nperhaps creating my\nown communist island." ], [ "", "3", "", "3", "", "2", "", "Rememberin\ng", "Detail", "acting on feedback\nand improving my\nwork", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "I get to make my own\nisland and design it." ], [ "", "3", "", "3", "", "3", "", "Resourceful", "Rememberin\ng", "presenting in front of\nthe class", "improving on\nresilience by trying to\nwork by myself more\noften", "acting on feedback\nand improving my\nwork", "Humpty Dumpty", "I liked listening to\nother people's\npresentations and\ndoing some of he\nactivities." ], [ "", "3", "", "2", "", "2", "", "Resourceful", "Rememberin\ng", "including more\nrelevant detail in my\nwork", "improving on\nresilience by trying to\nwork by myself more\noften", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "It's more fun than any\nothers we have done\nas we get to actually\nmake something.\nand are making\npapier-mâché, if it\ndoesn't go wrong... But\nit's more fun and you\ncan make it your own." ], [ "", "3", "", "3", "", "2", "", "Resourceful", "Feedback", "presenting in front of\nthe class", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Oh island so strong\nand so fair", "We (me and\nclassmates) got to\nexpress our creativity\nand imagination to\nmake an island and\ngive it the best\npossible attributes to\nmake a strong\ncommunity and living\nspace for our fake\ncitizens." ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "", "3", "", "3", "", "3", "", "Resilience", "Detail", "presenting in front of\nthe class", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "including more\nrelevant detail in my\nwork", "Humpty Dumpty", "Because I got to boss\npeople around, also it\nwas fun. We got to\nwork as a group to\ncome up with great\nideas and get he work\nfinished. 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It\nwas also nice to be\nable to work with the\npeople of your choice." ], [ "", "3", "", "3", "", "3", "", "Mindset", "Relationship", "", "", "", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "", "2", "", "2", "", "2", "", "Rememberin\ng", "Detail", "presenting in front of\nthe class", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "The good, the bad and\nthe ugly", "Because I liked going\naround the class room\nlooking at people's\nprojects." ], "rows": [ [ "", "3", "", "3", "", "3", "", "Presentation", "Detail", "working with new\npeople", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "presenting in front of\nthe class", "Humpty Dumpty", "It was fun because we\ndid a presentation on\npyramids and it was\ninteresting." ], [ "", "2", "", "2", "", "3", "", "Resourceful", "Presentation", "working in a group\ninstead of by myself", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "It seems to be really\nfun and creaive that\nyou get to make your\nown island." ], [ "", "3", "", "4", "", "", "", "", "", "", "", "", "", "" ], [ "", "3", "", "1", "", "1", "", "Resourceful", "Rememberin\ng", "working with new\npeople", "improving on building\nrelaionships wih my\npeers", "acting on feedback\nand improving my\nwork", "Humpty Dumpty", "I got to see a lot of\nfailures and how\npeople bounced back\nfrom their problems." ], [ "", "3", "", "3", "", "3", "", "Detail", "Mindset", "", "", "", "", "" ], [ "", "3", "", "3", "", "3", "", "Relationship", "Resourceful", "presenting in front of\nthe class", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "working with new\npeople", "The good, the bad and\nthe ugly", "it was the most\nrealistic out of the 3.\nHumpty Dumpty didn't\nseem realistic at all\nsame with Oh island\nso strong and so fair." ], [ "", "3", "", "3", "", "3", "", "Mindset", "Resilience", "working in a group\ninstead of by myself", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "including more\nrelevant detail in my\nwork", "The good, the bad and\nthe ugly", "You can draw your\nisland and do other\ntypes of drawings." ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "", "3", "", "3", "", "2", "", "Rememberin\ng", "Resilience", "presenting in front of\nthe class", "improving on building\nrelationships with my\npeers", "presenting in front of\nthe class", "Humpty Dumpty", "We got to pick\nwhatever we wanted to\ndo as long as it was in\na way related to what\nhappened to Humpty\nDumpty. We picked\nrounders and it was\nreally fun to play and I\nenjoyed this Quest\nquite a bit. We also\ngot to listen and play\nwhat other groups\npicked to do." ], "rows": [ [ "", "2", "", "1", "", "1", "", "Feedback", "Detail", "working with new\npeople", "improving on building\nrelaionships with my\npeers", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "It has been the best\nopportunity to build\nfriendships with people\nI don't usually work\nwith." ], [ "", "3", "", "2", "", "3", "", "Rememberin\ng", "Detail", "presenting in front of\nthe class", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "including more\nrelevant detail in my\nwork", "Oh island so strong\nand so fair", "of he fun idea of the\ntopic." ], [ "", "3", "", "2", "", "3", "", "Presentation", "Mindset", "working in a group\ninstead of by myself", "improving on building\nrelaionships wih my\npeers", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "It was fun." ], [ "", "2", "", "3", "", "2", "", "Relationship", "Rememberin\ng", "working with new\npeople", "improving on building\nrelationships wih my\npeers", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "It was a lot more\npractical than other\nquests." ], [ "", "3", "", "3", "", "3", "", "Presentation", "Rememberin\ng", "working with new\npeople", "improving on\nresilience by trying to\nwork by myself more\noften", "presenting in front of\nthe class", "Humpty Dumpty", "It was fun and different\nto what we normally\ndo." ], [ "", "2", "", "2", "", "2", "", "Resilience", "Relationship", "working in a group\ninstead of by myself", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "We get to make our\nislands and be\ncreative using different\nmaterials. It's also fun\nbecause you get to\nthink of your own ideas\nrather than being told\nwhat choices you can\npick out of." ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "2", "", "2", "", "2", "", "Rememberin\ng", "Presentation", "including more\nrelevant detail in my\nwork", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Oh island so strong\nand so fair", "we were given more\nfreedom in our choices\nof how we answered\nthe questions in our\nwork." ], "rows": [ [ "", "3", "", "1", "", "2", "", "Rememberin\ng", "Feedback", "presenting in front of\nthe class", "improving on building\nrelaionships with my\npeers", "working by myself\ninstead of a group", "Oh island so strong\nand so fair", "We got to create our\nown island with our\nown rules and we got\nto design it and add\nthings likes towns,\nschools, jobs, hotels\nand activities. 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In our\ngroup, we managed to\nperform in front of the\nclass and finally I\nenjoyed learning lots\nof new things and\ninteracting with other\ngroups." ], [ "", "3", "", "2", "", "3", "", "Resourceful", "Mindset", "presenting in front of\nthe class", "improving on building\nrelationships with my\npeers", "acting on feedback\nand improving my\nwork", "The good, the bad and\nthe ugly", "Because it was the\nmost fun and\ninteresting" ], [ "", "2", "", "2", "", "2", "", "Resourceful", "Relationship", "including more\nrelevant detail in my\nwork", "improving on\nresilience by trying to\nwork by myself more\noften", "working in a group\ninstead of by myself", "Humpty Dumpty", "I got to do my own\nchoice of work." ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "2", "", "2", "", "2", "", "Resilience", "Relationship", "working by myself\ninstead of a group", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "working by myself\ninstead of a group", 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because\nwe get to create our\nown island." ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "2", "", "2", "", "1", "", "Rememberin\ng", "Relationship", "presenting in front of\nthe class", "improving on building\nrelationships with my\npeers", "acting on feedback\nand improving my\nwork", "Humpty Dumpty", "It is he only one that\nwe have fully\ncompleted." ], "rows": [ [ "", "3", "", "2", "", "3", "", "Resourceful", "Rememberin\ng", "working with new\npeople", "improving on\nresilience by trying to\nwork by myself more\noften", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "it was good fun\nworking with my\nfriends." ], [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "", "working in a group\ninstead of by myself", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "it had more engaging\nactivities and was\nmore informative and\nhelpful than all the\nother Quests." ], [ "", "3", "", "2", "", "3", "", "Mindset", "Resourceful", "acting on feedback\nand improving my\nwork", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "working by myself\ninstead of a group", "Oh island so strong\nand so fair", "This topic was my\nfavourite because I\nliked designing my\nown island and having\nchoices to do\nwhatever I want with\nthe island." ], [ "", "3", "", "2", "", "2", "", "Rememberin\ng", "Detail", "presenting in front of\nthe class", "improving on building\nrelationships wih my\npeers", "working with new\npeople", "The good, the bad and\nthe ugly", "I was proud of he\nfooball film we made." ], [ "", "2", "", "2", "", "3", "", "Resourceful", "Detail", "presenting in front of\nthe class", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "acting on feedback\nand improving my\nwork", "Humpty Dumpty", "I got to work with my\nfriends and come up\nwith loads of ideas for\nthe being the teacher." ], [ "", "3", "", "3", "", "3", "", "Relaionship", "Detail", "working by myself\ninstead of a group", "improving on\nresilience by trying to\nwork by myself more\noften", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "I like making and\ndesigning my own\nisland." ], [ "", "2", "", "1", "", "2", "", "Detail", "Feedback", "", "", "", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "", "3", "", "3", "", "4", "", "Mindset", "Resilience", "", "", "", "", "" ], "rows": [ [ "", "3", "", "3", "", "3", "", "Mindset", "Resilience", "presenting in front of\nthe class", "improving on building\nrelaionships with my\npeers", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "I enjoyed making\nthings" ], [ "", "2", "", "1", "", "1", "", "Feedback", "", "presenting in front of\nthe class", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "working with new\npeople", "Oh island so strong\nand so fair", "I like how we are\ngetting the feel of\nresponsibility that\nmany world leaders\nhave and get the\nopportunities to create\nour very own island\nnaion." ], [ "", "", "", "", "", "3", "", "Resourceful", "Detail", "working with new\npeople", "improving on building\nrelaionships wih my\npeers", "working with new\npeople", "Oh island so strong\nand so fair", "I only did this Quest." ], [ "", "3", "", "3", "", "2", "", "Detail", "Feedback", "acting on feedback\nand improving my\nwork", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "including more\nrelevant detail in my\nwork", "The good, the bad and\nthe ugly", "We got to make a very\nfunny film which was\nvery fun to make.\nWhenever I have the\nchance to, I will make\na film. It's the funniest\nway to present and I\nreally like how it turned\nout. That's why *The\ngood, the bad and the\nugly* was my favourite\nQuest." ], [ "", "3", "", "3", "", "3", "", "Resourceful", "Mindset", "working with new\npeople", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "presenting in front of\nthe class", "The good, the bad and\nthe ugly", "I got to make things\nmyself." ], [ "", "3", "", "1", "", "2", "", "Feedback", "Detail", "including more\nrelevant detail in my\nwork", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "acting on feedback\nand improving my\nwork", "The good, the bad and\nthe ugly", "I thought it was very\ninteresting and fun\ndoing the project work\nand just learning it in\ngeneral." ], [ "", "3", "", "2", "", "3", "", "Resourceful", "Rememberin\ng", "presenting in front of\nthe class", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "working with new\npeople", "Oh island so strong\nand so fair", "Because we got to\ndesign our own\nislands, which was fun\nand it was interesting\nto see what each\ngroup would make by\nthemselves." ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "", "3", "", "1", "", "2", "", "Resourceful", "Rememberin\ng", "acting on feedback\nand improving my\nwork", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "working with new\npeople", "Oh island so strong\nand so fair", "We had more ability to\ncreate what we\nwanted, and we had\nmore freedom to do\nthis." ], "rows": [ [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "Detail", "presenting in front of\nthe class", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "working in a group\ninstead of by myself", "Oh island so strong\nand so fair", "We get to build an\nisland." ], [ "", "", "", "3", "", "3", "", "Mindset", "Resilience", "presenting in front of\nthe class", "improving on building\nrelaionships with my\npeers", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "I liked it the most and\nenjoyed it." ], [ "", "3", "", "4", "", "3", "", "Mindset", "Presentation", "presenting in front of\nthe class", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "working by myself\ninstead of a group", "Oh island so strong\nand so fair", "We get do painting,\ndrawing and papier-\nmâché and a little bit\nof work. I am enjoying\n\"oh island so strong\nand so fair\" so far I\ncan't wait for the\nlessons to come." ], [ "", "3", "", "2", "", "3", "", "Resourceful", "Mindset", "working in a group\ninstead of by myself", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "including more\nrelevant detail in my\nwork", "Humpty Dumpty", "Because we learned\nabout things that went\nwrong instead of what\nwent right for a\ndifferent experience to\nlearning." ], [ "", "3", "", "3", "", "3", "", "Resourceful", "Rememberin\ng", "presenting in front of\nthe class", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "including more\nrelevant detail in my\nwork", "Humpty Dumpty", "it was an interesting\ntopic." ], [ "", "3", "", "3", "", "3", "", "Resourceful", "Rememberin\ng", "acting on feedback\nand improving my\nwork", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "working by myself\ninstead of a group", "Oh island so strong\nand so fair", "we were left alone to\nmove on at our own\npace. The general\ntopic was fun." ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "2", "", "1", "", "1", "", "Detail", "Feedback", "including more\nrelevant detail in my\nwork", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "it is fun because we\nget to make our own\nisland and filling\nsheets is easier, but I\ndo like doing things on\na computer\nsometimes. I really\nenjoyed this quest." ], "rows": [ [ "", "3", "", "3", "", "3", "", "Mindset", "Resourceful", "presenting in front of\nthe class", "improving on building\nrelaionships with my\npeers", "including more\nrelevant detail in my\nwork", "Oh island so strong\nand so fair", "It was the one that I\nwas most interested\nin." ], [ "", "3", "", "3", "", "3", "", "Feedback", "Resilience", "presenting in front of\nthe class", "improving on building\nrelaionships wih my\npeers", "presenting in front of\nthe class", "The good, the bad and\nthe ugly", "I was able to work with\nmy friend by choice\nthen choose what I\nwanted to do. I had\ncontrol over my\nlearning. Also\npresenting at the end\nwasn't as bad as I\nthought it would be." ], [ "", "3", "", "1", "", "2", "", "Resilience", "Detail", "presenting in front of\nthe class", "improving on building\nrelationships wih my\npeers", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "Because I got to\ndesign my own island,\nwhich was really fun to\ndo, especially because\nI got partnered with my\nbest friend." ], [ "", "3", "", "3", "", "3", "", "Resilience", "Presentation", "working with new\npeople", "improving on building\nrelationships wih my\npeers", "acting on feedback\nand improving my\nwork", "The good, the bad and\nthe ugly", "I liked having\nargumentative\ndiscussions with my\nclass and teacher." ], [ "", "2", "", "1", "", "3", "", "Resourceful", "Rememberin\ng", "", "", "", "", "" ], [ "", "3", "", "2", "", "3", "", "Resourceful", "Rememberin\ng", "presenting in front of\nthe class", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "acting on feedback\nand improving my\nwork", "The good, the bad and\nthe ugly", "I found this Quest the\neasiest to do." ], [ "", "2", "", "2", "", "2", "", "Resourceful", "Rememberin\ng", "including more\nrelevant detail in my\nwork", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "It was fun and\ninteresting to make our\nown island and design\nit with what we want\nand make our own\nflag." ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "", "2", "", "1", "", "2", "", "Detail", "Feedback", "working with new\npeople", "improving on building\nrelaionships with my\npeers", "presenting in front of\nthe class", "Humpty Dumpty", "I got to work with my\nfriends and I think our\npresentation was the\nbest in that Quest." ], "rows": [ [ "", "4", "", "4", "", "4", "", "Mindset", "Resilience", "", "", "", "", "" ], [ "", "2", "", "2", "", "2", "", "Rememberin\ng", "Detail", "", "", "", "", "" ], [ "", "3", "", "1", "", "2", "", "Presentation", "Feedback", "working in a group\ninstead of by myself", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "I like to work in a\ngroup with different\npeople." ], [ "", "2", "", "2", "", "2", "", "Rememberin\ng", "Feedback", "acting on feedback\nand improving my\nwork", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "I liked drawing and\ndesigning he island." ], [ "", "3", "", "1", "", "1", "", "Detail", "Feedback", "working with new\npeople", "improving on building\nrelationships wih my\npeers", "acting on feedback\nand improving my\nwork", "Humpty Dumpty", "I enjoyed presenting in\nfront of the class with\nalso because\nwe were well prepared\nand it was very fun!!" ], [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "Detail", "including more\nrelevant detail in my\nwork", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "The good, the bad and\nthe ugly", "It was fun to learn\nabout." ], [ "", "2", "", "1", "", "1", "", "Relaionship", "Detail", "presenting in front of\nthe class", "improving on building\nrelationships with my\npeers", "working with new\npeople", "Oh island so strong\nand so fair", "this topic has had a lot\nof freedom with what\nwe can do, which I\nquite enjoy." ], [ "", "2", "", "2", "", "3", "", "Resourceful", "Rememberin\ng", "presenting in front of\nthe class", "improving on building\nrelationships with my\npeers", "working by myself\ninstead of a group", "Oh island so strong\nand so fair", "I really liked this topic\nbecause it shows how\nperfect a place could\nbe if there was peace\nand no leaders. Also, if\nwe were completely\nclean and did not use\nany fuel." ] ], "row_count": 8, "col_count": 14 }, { "headers": [ "", "3", "", "2", "", "2", "", "Resourceful", "Rememberin\ng", "presenting in front of\nthe class", "improving on\nresilience by trying to\nwork by myself more\noften", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "This is my favourite\nQuest because I like\nmaking and controlling\nan island." ], "rows": [ [ "", "2", "", "2", "", "2", "", "Detail", "Rememberin\ng", "presenting in front of\nthe class", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "acting on feedback\nand improving my\nwork", "The good, the bad and\nthe ugly", "It has been fun and I\nhave learned a lot. I\nhave got a lot better at\nGeography because of\nthis topic." ], [ "", "2", "", "2", "", "2", "", "Detail", "Feedback", "presenting in front of\nthe class", "improving on building\nrelaionships wih my\npeers", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "it's good - I can be\ncreative." ], [ "", "2", "", "2", "", "3", "", "Resourceful", "Rememberin\ng", "including more\nrelevant detail in my\nwork", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "It gives you an open\nmind of how you could\ndesign an island with\nideas you might have." ], [ "", "2", "", "3", "", "3", "", "Resourceful", "Rememberin\ng", "working in a group\ninstead of by myself", "improving on building\nrelaionships wih my\npeers", "presenting in front of\nthe class", "The good, the bad and\nthe ugly", "It was the first one I\nhad the confidence to\nsay something in." ], [ "", "3", "", "3", "", "3", "", "Mindset", "Rememberin\ng", "acting on feedback\nand improving my\nwork", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "I could use my\nimagination and I have\ngood ideas, which will\nbe important when I'm\nolder." ], [ "", "3", "", "4", "", "4", "", "Mindset", "Relationship", "", "", "", "", "" ], [ "", "3", "", "3", "", "3", "", "Resilience", "Detail", "presenting in front of\nthe class", "improving on building\nrelationships with my\npeers", "working in a group\ninstead of by myself", "Humpty Dumpty", "It was in a group and a\njust remember it the\nmost." ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "", "2", "", "2", "", "2", "", "etail", "Resilience", "working in a group\ninstead of by myself", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "The good, the bad and\nthe ugly", "The presentation was\ngood - I liked how you\ncould walk around and\nsee different\npresentations hat\npeople have made." ], "rows": [ [ "", "2", "", "2", "", "3", "", "esourceful", "Rememberin\ng", "presenting in front of\nthe class", "improving on building\nrelaionships with my\npeers", "including more\nrelevant detail in my\nwork", "Humpty Dumpty", "I enjoyed the game me\nand made - it\nwas very fun and a\nlittle challenging to\ncontrol the class." ], [ "", "2", "", "2", "", "2", "", "ememberin", "Feedback", "including more\nrelevant detail in my\nwork", "improving on building\nrelaionships wih my\npeers", "presenting in front of\nthe class", "The good, the bad and\nthe ugly", "Because it's\ninteresting and I learnt\nquite a lot of stuff from\nit." ], [ "", "3", "", "4", "", "4", "", "indset", "Rememberin\ng", "", "", "", "", "" ], [ "", "2", "", "2", "", "2", "", "etail", "Feedback", "presenting in front of\nthe class", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "including more\nrelevant detail in my\nwork", "Oh island so strong\nand so fair", "It has been fun and I\nhave learnt a lot along\nthe way." ], [ "", "2", "", "1", "", "1", "", "ememberin", "Feedback", "presenting in front of\nthe class", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "working by myself\ninstead of a group", "The good, the bad and\nthe ugly", "not only did I work with\nmy peers and build\nbetter relationships, I\nlearnt a lot about the\nsubject as well." ], [ "", "2", "", "2", "", "3", "", "esourceful", "Rememberin\ng", "working in a group\ninstead of by myself", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "working with new\npeople", "The good, the bad and\nthe ugly", "It was very interesting\nand I enjoyed it a lot." ], [ "", "3", "", "1", "", "1", "", "elaionship", "Detail", "", "", "", "", "" ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "", "3", "", "1", "", "1", "", "Detail", "Feedback", "presenting in front of\nthe class", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "working with new\npeople", "The good, the bad and\nthe ugly", "it was fun to work with\nother people and have\nfull control over what\nwe can do." ], "rows": [ [ "", "3", "", "3", "", "3", "", "Resourceful", "Presentation", "working in a group\ninstead of by myself", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "I get to flex on my\ncracked coding skills." ], [ "", "3", "", "2", "", "2", "", "Rememberin\ng", "Feedback", "working in a group\ninstead of by myself", "improving on building\nrelaionships wih my\npeers", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "It was fun and\ncreative. I like this." ], [ "", "3", "", "2", "", "3", "", "Detail", "Mindset", "presenting in front of\nthe class", "improving on building\nrelaionships wih my\npeers", "working with new\npeople", "Oh island so strong\nand so fair", "This was my favorite\nbecause it made me\nthink about our country\nand its economy in\nmore of a constructive\nway, by making me\nthink about the\nenvironment and the\nwellbeing of not only\nthe first world\ncountries, but also the\nless fortunate people\nwho have less money\nand food." ], [ "", "3", "", "3", "", "2", "", "Rememberin\ng", "Resilience", "working in a group\ninstead of by myself", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "We get to make a\nmodel of an island and\ndesign it ourselves." ], [ "", "2", "", "1", "", "1", "", "Rememberin\ng", "Resilience", "presenting in front of\nthe class", "improving on building\nrelationships wih my\npeers", "working by myself\ninstead of a group", "Oh island so strong\nand so fair", "I think that this quest\n\"Oh island so string so\nfair\" , is very fun\nbecause I feel like I\ncould let my creative\nside out and make it\nreally fun. I have loved\nmaking this island with\n- I feel like our\nminds really came\ntogether." ], [ "", "2", "", "3", "", "3", "", "Mindset", "Presentation", "working in a group\ninstead of by myself", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "working by myself\ninstead of a group", "Oh island so strong\nand so fair", "You are able to use\nyour imagination to\ndraw and build your\nown island." ], [ "", "3", "", "3", "", "3", "", "Resilience", "Detail", "working wih new\npeople", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "working by myself\ninstead of a group", "The good, the bad and\nthe ugly", "It's he most\ninteresting." ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "", "1", "", "1", "", "1", "", "ememberin", "Resourceful", "presenting in front of\nthe class", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "acting on feedback\nand improving my\nwork", "Humpty Dumpty", "It's the only one we've\ncompleted fully and it\nwas interesting." ], "rows": [ [ "", "3", "", "1", "", "1", "", "elationship", "Detail", "working with new\npeople", "improving on\nresourcefulness by\nmaking good use of\nmaterials available", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "I enjoyed this quest as\nI found some of the\nresearch tasks quite\ninteresting, as well as\nsome of the\ndebates/arguments." ], [ "", "3", "", "3", "", "3", "", "esourceful", "Mindset", "including more\nrelevant detail in my\nwork", "improving on my\nreflectiveness by\nacting on feedback\ngiven", "working in a group\ninstead of by myself", "Oh island so strong\nand so fair", "it's fun and I can be\ncreative." ], [ "", "3", "", "3", "", "3", "", "esilience", "Feedback", "including more\nrelevant detail in my\nwork", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "I wasn't really a fan of\nthe other two, but I\nreally enjoyed learning\nthings about the earth." ], [ "", "2", "", "1", "", "1", "", "ememberin", "Feedback", "including more\nrelevant detail in my\nwork", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "It was much more\ncreative and open than\njust sitting and doing a\nspecific thing. We\ncould actually create\nthis whole island and\npicking what we want\non it. It was a lot more\nfun." ], [ "", "3", "", "2", "", "3", "", "esourceful", "Rememberin\ng", "presenting in front of\nthe class", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my work", "acting on feedback\nand improving my\nwork", "Oh island so strong\nand so fair", "Because we could\ncreate our own island\nwith our friends." ], [ "", "3", "", "2", "", "3", "", "esourceful", "Rememberin\ng", "acting on feedback\nand improving my\nwork", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson", "presenting in front of\nthe class", "Oh island so strong\nand so fair", "I like how we get to\ncreate our own island." ] ], "row_count": 6, "col_count": 14 }, { "headers": [ ")LAL(\nmreT\nleveL\nnmutuA\n3SK\ntseuQ 8\nraeY", "3~uQ\ngninraeL mreT\nnmutuA\not\nedutittA\n8\nraeY", "2~)LAL(\nmreT\nleveL\ngnirpS\n3SK\ntseuQ 8\nraeY", "2~uQ\ngninraeL mreT\ngnirpS\not\nedutittA\n8\nraeY", "3~)LAL(\nmreT\nleveL\nremmuS\n3SK\ntseuQ 8\nraeY", "seuQ\nmreT\ngninraeL\nremmuS\not\nedutittA\n8\nraeY", "tseuQ mreT\nyrammuS remmuS\n8\nlipuP raeY", "1\nspetS\nmreT\ntxeN remmuS\n3SK\ntseuQ 8\nraeY", "2\nspetS\nmreT\ntxeN remmuS\n3SK\ntseuQ 8\nraeY", "raeY\ntseuQ\nmreT\ntnemeveihcA\nremmuS\n8", "8\nraeY\ntseuQ\nmreT\nllikS remmuS\nsR6", "8\nraeY\ntseuQ mreT\nevorpmI remmuS", "8\nraeY\ntseuQ\nmreT\netiruovaF\nremmuS", "tseuQ\nmreT\nesuaceB\nremmuS\netiruovaF\n8\nraeY" ], "rows": [ [ "", "4", "", "3", "", "3", "", "Relationship", "Resilience", "", "", "", "", "" ], [ "", "3", "", "3", "", "3", "", "Presentation", "Mindset", "including more\nrelevant detail in my\nwork.", "improving on\nresilience by trying to\nwork by myself more\noften.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I love designing\nislands." ], [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "Feedback", "acting on feedback\nand improving my\nwork.", "improving on building\nrelaionships with my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "it was he most fun." ], [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "Feedback", "working with new\npeople.", "improving on building\nrelaionships wih my\npeers.", "working with new\npeople.", "Oh island so strong\nand so fair (your\nisland).", "it's fun designing your\nown island." ], [ "", "3", "", "2", "", "2", "", "Detail", "", "presenting in front of\nthe class.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "it was very creative\nand I had lots of fun\nmaking our island." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "2", "", "3", "", "3", "", "resentation", "Mindset", "working with new\npeople.", "improving on building\nrelaionships with my\npeers.", "working in a group\ninstead of by myself.", "Quest 7 (design a new\nQuest).", "it was better then the\nrest - I enjoyed\ndesigning my own\nisland." ], "rows": [ [ "", "3", "", "4", "", "4", "", "ememberin", "Feedback", "", "", "", "", "" ], [ "", "2", "", "2", "", "2", "", "eedback", "", "including more\nrelevant detail in my\nwork.", "improving on building\nrelaionships wih my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "you can be creative." ], [ "", "3", "", "3", "", "3", "", "eedback", "Detail", "presenting in front of\nthe class.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "working by myself\ninstead of a group.", "Oh island so strong\nand so fair (your\nisland).", "it has enhanced my\nimagination." ], [ "", "3", "", "3", "", "2", "", "ememberin", "Feedback", "working with new\npeople.", "improving on building\nrelationships wih my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "it has been very good\nfun and my island is\nbased on my favorite\nmovie!" ], [ "", "2", "", "2", "", "2", "", "ememberin", "Feedback", "presenting in front of\nthe class.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working with new\npeople.", "Oh island so strong\nand so fair (your\nisland).", "it was more of a\ncreative project so I\ncould do more of my\npersonal design rather\nthan having a set task." ], [ "", "3", "", "2", "", "1", "", "ememberin", "", "working wih new\npeople.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "presenting in front of\nthe class.", "Quest 7 (design a new\nQuest).", "I liked designing and\nbeing creative.\nWorking with songs\nwith meaning was fun\nto base a topic off,I\nalso enjoyed working\nwith friends." ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "3", "", "3", "", "2", "", "Rememberin\ng", "Feedback", "working with new\npeople.", "improving on building\nrelationships with my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I got to create a island\nand put all creative\nskills into the island." ], "rows": [ [ "", "3", "", "3", "", "3", "", "Feedback", "Detail", "working with new\npeople.", "improving on building\nrelaionships with my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I worked very well with\nmy group because we\nall had the same\nvision." ], [ "", "3", "", "3", "", "2", "", "Rememberin\ng", "Feedback", "working with new\npeople.", "improving on building\nrelaionships wih my\npeers.", "acting on feedback\nand improving my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "designing my own\nisland was fun and I\ndid a lot of work." ], [ "", "2", "", "3", "", "2", "", "Rememberin\ng", "Feedback", "working in a group\ninstead of by myself.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "acting on feedback\nand improving my\nwork.", "Humpty Dumpty (teach\nthe class).", "I worked with a person\nI don't normally work\nwith and I found it fun\nteaching the class." ], [ "", "3", "", "4", "", "3", "", "Mindset", "Detail", "", "", "", "", "" ], [ "", "2", "", "2", "", "2", "", "Feedback", "Detail", "acting on feedback\nand improving my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "working by myself\ninstead of a group.", "Oh island so strong\nand so fair (your\nisland).", "it is the most fun\nbecause we get to\ncreate our own\nislands." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "2", "", "1", "", "1", "", "Feedback", "", "working by myself\ninstead of a group.", "improving on\nresilience by trying to\nwork by myself more\noften.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "designing an island is\nreally fun and\nengaging because\nthere is a lot of\nfreedom in it; you get\nto design your own\nisland anywhere in the\nworld and decide\neverything about it\nsuch as the laws and\nwho is in charge." ], "rows": [ [ "", "3", "", "3", "", "3", "", "Mindset", "Presentation", "working in a group\ninstead of by myself.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "including more\nrelevant detail in my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "it was fun." ], [ "", "3", "", "3", "", "4", "", "Resilience", "Feedback", "working in a group\ninstead of by myself.", "improving on building\nrelaionships wih my\npeers.", "working with new\npeople.", "Humpty Dumpty (teach\nthe class).", "it was very fun to do." ], [ "", "3", "", "3", "", "3", "", "Resourceful", "Mindset", "working in a group\ninstead of by myself.", "improving on building\nrelationships wih my\npeers.", "acting on feedback\nand improving my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "I like it and the people\nwho I am working and\nthe craft were were\nable to make." ], [ "", "2", "", "3", "", "2", "", "Feedback", "Detail", "working in a group\ninstead of by myself.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "working by myself\ninstead of a group.", "Oh island so strong\nand so fair (your\nisland).", "I like making my own\nisland." ], [ "", "3", "", "3", "", "4", "", "Mindset", "Resilience", "working wih new\npeople.", "improving on building\nrelationships with my\npeers.", "working with new\npeople.", "Quest 7 (design a new\nQuest).", "it was really good fun." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "1", "", "2", "", "1", "", "Feedback", "Detail", "including more\nrelevant detail in my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "working with new\npeople.", "Quest 7 (design a new\nQuest).", "it was a lot of fun and\nwe are getting our\nQuest in the news!" ], "rows": [ [ "", "3", "", "3", "", "3", "", "Mindset", "Relationship", "presenting in front of\nthe class.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "presenting in front of\nthe class.", "Quest 7 (design a new\nQuest).", "I made a good thing\nfor the year 7s." ], [ "", "2", "", "2", "", "2", "", "Rememberin\ng", "", "acting on feedback\nand improving my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "presenting in front of\nthe class.", "Humpty Dumpty (teach\nthe class).", "we got to be more\nindependent. It was a\nlot of fun to work with\nthe class and get\neveryone interested in\nour presentation." ], [ "", "3", "", "3", "", "3", "", "Mindset", "Rememberin\ng", "working by myself\ninstead of a group.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "acting on feedback\nand improving my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "it was really good fun." ], [ "", "3", "", "2", "", "2", "", "Feedback", "Detail", "presenting in front of\nthe class.", "improving on building\nrelationships wih my\npeers.", "working with new\npeople.", "Quest 7 (design a new\nQuest).", "I found it the most\ninteresting and\nworking by myself\nmeant I could work\nmore productively." ], [ "", "2", "", "2", "", "1", "", "Detail", "", "presenting in front of\nthe class.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "presenting in front of\nthe class.", "Humpty Dumpty (teach\nthe class).", "it gave me a chance to\nimprove on my\nresilience in speaking\nin front of the class by\nmyself. It also gave\nme a chance to show\nmy skills in being\nprepared." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "3", "", "2", "", "2", "", "Feedback", "Detail", "including more\nrelevant detail in my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "it was really fun to\ncreate our own\ncommunity." ], "rows": [ [ "", "3", "", "3", "", "2", "", "Rememberin\ng", "Feedback", "including more\nrelevant detail in my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "working with new\npeople.", "Humpty Dumpty (teach\nthe class).", "I enjoyed creaing it\nand making\nchallenges for the\nclass." ], [ "", "2", "", "3", "", "3", "", "Rememberin\ng", "Feedback", "acting on feedback\nand improving my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working with new\npeople.", "Quest 7 (design a new\nQuest).", "I love the subject we\npicked to do it on (the\nCold War)." ], [ "", "2", "", "2", "", "3", "", "Rememberin\ng", "Feedback", "working with new\npeople.", "improving on building\nrelaionships wih my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I have improved my\ncreative skills." ], [ "", "3", "", "3", "", "2", "", "Feedback", "Presentation", "acting on feedback\nand improving my\nwork.", "improving on building\nrelationships wih my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I enjoyed the lessons,\nworking with new\npeople, and how we\nwere given lots of\nfreedom." ], [ "", "2", "", "1", "", "1", "", "Relationship", "Rememberin\ng", "acting on feedback\nand improving my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "working with new\npeople.", "Quest 7 (design a new\nQuest).", "I got to use\nindependence to\ncreate a new and\nimproved quest." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "", "", "", "", "3", "", "Rememberin\ng", "Feedback", "working with new\npeople.", "improving on building\nrelationships with my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "we got to make a\nmodel." ], "rows": [ [ "", "2", "", "1", "", "1", "", "Detail", "", "presenting in front of\nthe class.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working by myself\ninstead of a group.", "Oh island so strong\nand so fair (your\nisland).", "I like how we were\ngiven the chance to\ndevelop our learning\nindependently and\nhave the creative\nfreedom to design our\nown island." ], [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "Feedback", "acting on feedback\nand improving my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I enjoyed being able to\ncreate our model of\nthe island." ], [ "", "2", "", "2", "", "2", "", "Feedback", "Detail", "acting on feedback\nand improving my\nwork.", "improving on building\nrelaionships wih my\npeers.", "working with new\npeople.", "Humpty Dumpty (teach\nthe class).", "I enjoyed teaching\npeople about\nsomething new." ], [ "", "3", "", "3", "", "3", "", "Resilience", "Mindset", "presenting in front of\nthe class.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working with new\npeople.", "Humpty Dumpty (teach\nthe class).", "I liked presenting my\nwork with my friends\nand showing them our\nwork." ], [ "", "3", "", "3", "", "3", "", "Detail", "Resourceful", "acting on feedback\nand improving my\nwork.", "improving on\nresilience by trying to\nwork by myself more\noften.", "working in a group\ninstead of by myself.", "Oh island so strong\nand so fair (your\nisland).", "it is really fun making\nyour own island." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "2", "", "2", "", "2", "", "Rememberin\ng", "", "presenting in front of\nthe class.", "improving on building\nrelaionships with my\npeers.", "working with new\npeople.", "Quest 7 (design a new\nQuest).", "it was different and I\nliked seeing all the\ndifferent quest ideas\nfrom my class." ], "rows": [ [ "", "2", "", "3", "", "3", "", "Feedback", "Detail", "presenting in front of\nthe class.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "acting on feedback\nand improving my\nwork.", "Quest 7 (design a new\nQuest).", "I got to work with my\nmates and it was fun." ], [ "", "3", "", "2", "", "2", "", "Detail", "", "including more\nrelevant detail in my\nwork.", "improving on building\nrelaionships wih my\npeers.", "acting on feedback\nand improving my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "it was lots of fun and\nwe got to design our\nown island with\nwhatever we wanted\non it and we got to\nwork with who we\nwanted." ], [ "", "3", "", "3", "", "2", "", "Rememberin\ng", "Feedback", "acting on feedback\nand improving my\nwork.", "improving on building\nrelaionships wih my\npeers.", "including more\nrelevant detail in my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "it was fun and I liked\nmaking the island and\npainting the\nbackground." ], [ "", "3", "", "3", "", "3", "", "Resilience", "Presentation", "acting on feedback\nand improving my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "including more\nrelevant detail in my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "you get to make your\nown island with a\nfriend." ], [ "", "2", "", "2", "", "3", "", "Resilience", "Detail", "working wih new\npeople.", "improving on building\nrelationships with my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "we have much more\nindependence in\ncomparison to he\nother lessons I do." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "3", "", "3", "", "3", "", "Detail", "Presentation", "presenting in front of\nthe class.", "improving on building\nrelationships with my\npeers.", "working by myself\ninstead of a group.", "Humpty Dumpty (teach\nthe class).", "I had fun." ], "rows": [ [ "", "2", "", "2", "", "2", "", "Rememberin\ng", "Feedback", "working with new\npeople.", "improving on building\nrelaionships with my\npeers.", "including more\nrelevant detail in my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "I was able to add more\ndetail and I felt this\nwas much more hands\non and I was able to\ncreate what I wanted." ], [ "", "3", "", "4", "", "4", "", "", "", "", "", "", "", "" ], [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "Feedback", "working with new\npeople.", "improving on building\nrelaionships wih my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I got to design my own\nisland and use lots of\ndifferent materials." ], [ "", "1", "", "2", "", "1", "", "Feedback", "Detail", "acting on feedback\nand improving my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "including more\nrelevant detail in my\nwork.", "Quest 7 (design a new\nQuest).", "I got to do wanted to\ndo and what I felt was\nthe best fit." ], [ "", "3", "", "3", "", "3", "", "Resilience", "Rememberin\ng", "working by myself\ninstead of a group.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "presenting in front of\nthe class.", "Humpty Dumpty (teach\nthe class).", "it's the most fun." ], [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "Feedback", "presenting in front of\nthe class.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working with new\npeople.", "Oh island so strong\nand so fair (your\nisland).", "it was actually fun." ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "1", "", "2", "", "1", "", "Feedback", "Detail", "acting on feedback\nand improving my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working with new\npeople.", "Quest 7 (design a new\nQuest).", "the quest we made is\nbeing used for Year 7\nnext year!" ], "rows": [ [ "", "3", "", "3", "", "3", "", "Resilience", "Detail", "including more\nrelevant detail in my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "working by myself\ninstead of a group.", "Oh island so strong\nand so fair (your\nisland).", "I felt like I could use\nmuch more of my own\nideas and be myself\nmore." ], [ "", "3", "", "3", "", "3", "", "Mindset", "Detail", "presenting in front of\nthe class.", "improving on building\nrelaionships wih my\npeers.", "working with new\npeople.", "Oh island so strong\nand so fair (your\nisland).", "we got to make the\nisland." ], [ "", "3", "", "3", "", "3", "", "Resilience", "Mindset", "including more\nrelevant detail in my\nwork.", "improving on building\nrelationships wih my\npeers.", "presenting in front of\nthe class.", "Humpty Dumpty (teach\nthe class).", "we got to pick what we\nwere doing." ], [ "", "1", "", "2", "", "1", "", "Feedback", "", "working by myself\ninstead of a group.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "working with new\npeople.", "Oh island so strong\nand so fair (your\nisland).", "I loved designing my\nown island and being\nmore independent but\nalso asking my peers\nfor help when I needed\nit." ], [ "", "2", "", "2", "", "2", "", "Rememberin\ng", "", "presenting in front of\nthe class.", "improving on building\nrelationships with my\npeers.", "working with new\npeople.", "Humpty Dumpty (teach\nthe class).", "I had fun working with\nmy friends and had so\nmuch confidence\nworking in front of my\nother peers. We also\nworked hard on our\npresentation." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "3", "", "2", "", "2", "", "eedback", "Detail", "presenting in front of\nthe class.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working with new\npeople.", "Oh island so strong\nand so fair (your\nisland).", "I really enjoy creating\nnew things and his\nwas really fun." ], "rows": [ [ "", "3", "", "3", "", "3", "", "eedback", "Detail", "presenting in front of\nthe class.", "improving on building\nrelaionships with my\npeers.", "including more\nrelevant detail in my\nwork.", "Humpty Dumpty (teach\nthe class).", "it was really fun to\nteach the class myself." ], [ "", "2", "", "3", "", "3", "", "elationship", "Feedback", "", "", "", "", "" ], [ "", "3", "", "3", "", "2", "", "eedback", "Presentation", "working with new\npeople.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I could do anything I\nwanted - I also\nenjoyed making papier\nmache." ], [ "", "3", "", "3", "", "2", "", "ememberin", "", "including more\nrelevant detail in my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "working with new\npeople.", "Oh island so strong\nand so fair (your\nisland).", "it included more arts\nand craft work and it\nwas more organised\nand structured." ], [ "", "3", "", "3", "", "3", "", "eedback", "Detail", "presenting in front of\nthe class.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "acting on feedback\nand improving my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "it was very creative." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "2", "", "2", "", "2", "", "Detail", "Rememberin\ng", "presenting in front of\nthe class.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "working with new\npeople.", "Oh island so strong\nand so fair (your\nisland).", "the lessons were\nenjoyable and it was\nfun to create and work\non our own island." ], "rows": [ [ "", "3", "", "3", "", "2", "", "Detail", "", "working with new\npeople.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "presenting in front of\nthe class.", "Humpty Dumpty (teach\nthe class).", "I enjoyed going up to\nthe front and teaching\nand knowing what it\nfelt like to sort of be a\nteacher." ], [ "", "3", "", "3", "", "3", "", "Relationship", "Presentation", "working in a group\ninstead of by myself.", "improving on\nresilience by trying to\nwork by myself more\noften.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "for me it is the easiest\nand most fun. It helps\nme become more\ncreative." ], [ "", "3", "", "4", "", "3", "", "Presentation", "Mindset", "", "", "", "", "" ], [ "", "3", "", "3", "", "3", "", "Detail", "Feedback", "presenting in front of\nthe class.", "improving on building\nrelaionships wih my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "we got to get to talk\nand be more\nindependent." ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "", "3", "", "4", "", "3", "t", "Mindset", "Detail", "including more\nrelevant detail in my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "working by myself\ninstead of a group.", "Quest 7 (design a new\nQuest).", "I didn't have to do\nmuch" ], "rows": [ [ "", "3", "", "3", "", "3", "", "Feedback", "Detail", "presenting in front of\nthe class.", "improving on building\nrelaionships with my\npeers.", "including more\nrelevant detail in my\nwork.", "Quest 7 (design a new\nQuest).", "it was very good fun." ], [ "", "2", "", "3", "", "2", "", "Presentation", "Resourceful", "working by myself\ninstead of a group.", "improving on\nresilience by trying to\nwork by myself more\noften.", "working by myself\ninstead of a group.", "Oh island so strong\nand so fair (your\nisland).", "it was fun to make an\nisland." ], [ "", "3", "", "3", "", "3", "", "Mindset", "Detail", "acting on feedback\nand improving my\nwork.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I like making things." ], [ "", "3", "", "3", "", "3", "", "Resilience", "Feedback", "presenting in front of\nthe class.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "working by myself\ninstead of a group.", "Oh island so strong\nand so fair (your\nisland).", "it's all up to you and\nyou don't really get\ninterrupted all the time\nby your teacher and\nyou can just continue\nuntil you think you're\ndone." ], [ "", "2", "", "3", "", "2", "", "Rememberin\ng", "Feedback", "presenting in front of\nthe class.", "improving on building\nrelationships with my\npeers.", "including more\nrelevant detail in my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "we got to build our\nown island." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "", "", "", "", "3", "", "Detail", "", "working with new\npeople.", "improving on building\nrelationships with my\npeers.", "including more\nrelevant detail in my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "I've never\ndoneanything like this\nbefore." ], "rows": [ [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "Feedback", "including more\nrelevant detail in my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "acting on feedback\nand improving my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "it was really fun." ], [ "", "3", "", "3", "", "3", "", "Mindset", "Resilience", "presenting in front of\nthe class.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "including more\nrelevant detail in my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "like it says you get to\nmake your own island." ], [ "", "3", "", "3", "", "3", "", "Mindset", "Rememberin\ng", "acting on feedback\nand improving my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "working by myself\ninstead of a group.", "Oh island so strong\nand so fair (your\nisland).", "it was fun to paint and\nwork with my friends\non this project." ], [ "", "3", "", "3", "", "3", "", "Mindset", "Detail", "acting on feedback\nand improving my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "including more\nrelevant detail in my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "making your own\nisland is very\ninteresting." ], [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "Detail", "presenting in front of\nthe class.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "working with new\npeople.", "Oh island so strong\nand so fair (your\nisland).", "I found the ohers\nboring." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "3", "", "3", "", "3", "", "e\ns", "Detail", "Resilience", "presenting in front of\nthe class.", "improving on building\nrelaionships with my\npeers.", "including more\nrelevant detail in my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "I got to design my own\nisland, and I enjoy\ndrawing." ], "rows": [ [ "", "2", "", "3", "", "2", "", "", "Detail", "", "including more\nrelevant detail in my\nwork.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "working by myself\ninstead of a group.", "Quest 7 (design a new\nQuest).", "we had free range on\nwhat we were to teach\nother people and help\nthem learn more about\nthe subject." ], [ "", "3", "", "2", "", "2", "", "", "Feedback", "Detail", "presenting in front of\nthe class.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "working by myself\ninstead of a group.", "Oh island so strong\nand so fair (your\nisland).", "we got to design our\nown island entirely\nbased on our own\ncreation." ], [ "", "3", "", "3", "", "3", "", "f", "Resilience", "Detail", "presenting in front of\nthe class.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "it is fun and you have\na lot to do." ], [ "", "3", "", "3", "", "3", "", "", "Feedback", "Detail", "acting on feedback\nand improving my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I really enjoy creating\nnew things and this\nwas really fun." ], [ "", "3", "", "3", "", "3", "", "t\n.", "Rememberin\ng", "", "presenting in front of\nthe class.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "acting on feedback\nand improving my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "we got to learn about\ngovernments and how\nthey work, along with\ndifferent rules each\ncountry has." ] ], "row_count": 5, "col_count": 15 }, { "headers": [ "", "3", "", "3", "", "3", "", "Presentation", "Resourceful", "presenting in front of\nthe class.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I like making things,\npainting and using clay\nand card board." ], "rows": [ [ "", "3", "", "3", "", "3", "", "Mindset", "Rememberin\ng", "", "", "", "", "" ], [ "", "4", "", "4", "", "4", "", "Mindset", "Resilience", "working with new\npeople.", "improving on building\nrelaionships wih my\npeers.", "acting on feedback\nand improving my\nwork.", "Humpty Dumpty (teach\nthe class).", "I liked choosing my\nown topic area." ], [ "", "3", "", "3", "", "3", "", "Detail", "Feedback", "working in a group\ninstead of by myself.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "including more\nrelevant detail in my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "I like building things\nand it was fun." ], [ "", "3", "", "3", "", "3", "", "Detail", "", "working by myself\ninstead of a group.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "acting on feedback\nand improving my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "I like islands and I\nwould like to own one,\nI also enjoy the fact\nthat I can design my\nown." ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "", "3", "", "3", "", "3", "", "Detail", "Feedback", "working with new\npeople.", "improving on\nresilience by trying to\nwork by myself more\noften.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I really like creating\nislands and it really\nhelped me enjoy the\nlessons." ], "rows": [ [ "", "3", "", "3", "", "3", "", "Presentation", "Resourceful", "presenting in front of\nthe class.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "working by myself\ninstead of a group.", "Oh island so strong\nand so fair (your\nisland).", "I felt like making it was\nfun but I feel like if\nsomething didn't work I\nwoud have to re think\nit and try a new way." ], [ "", "3", "", "3", "", "3", "", "Mindset", "Rememberin\ng", "presenting in front of\nthe class.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "including more\nrelevant detail in my\nwork.", "Quest 7 (design a new\nQuest).", "It was fun" ], [ "", "3", "", "3", "", "2", "", "Rememberin\ng", "Feedback", "including more\nrelevant detail in my\nwork.", "improving on building\nrelaionships wih my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I got to showcase my\ncreative skills in my\nwork." ], [ "", "3", "", "3", "", "3", "", "Presentation", "Resourceful", "working with new\npeople.", "improving on building\nrelaionships wih my\npeers.", "acting on feedback\nand improving my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "I got to design my own\nisland." ], [ "", "3", "", "3", "", "2", "", "Relationship", "Feedback", "presenting in front of\nthe class.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I have worked by\nmyself for the first time\n." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "3", "", "3", "", "3", "", "Detail", "Mindset", "presenting in front of\nthe class.", "improving on building\nrelaionships with my\npeers.", "working with new\npeople.", "Humpty Dumpty (teach\nthe class).", "I liked how I could\ncontrol the class and\nhow I could tell\neveryone my ideas.\nThis gave me much\nmore confidence." ], "rows": [ [ "", "2", "", "2", "", "2", "", "Rememberin\ng", "", "presenting in front of\nthe class.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "working with new\npeople.", "Quest 7 (design a new\nQuest).", "we got to tell others in\nthe class about\nhonesty and kindness.\nWe were able to listen\nto songs and hear how\nother people can\nimpact people's lives\nand how we can\nimpact on someone's\nlife." ], [ "", "3", "", "3", "", "3", "", "Presentation", "Mindset", "", "", "", "", "" ], [ "", "3", "", "2", "", "3", "", "Rememberin\ng", "Detail", "working by myself\ninstead of a group.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "including more\nrelevant detail in my\nwork.", "Quest 7 (design a new\nQuest).", "The idea that my topic\ncould be taught to\nothers is just a great\nfeeling. Even for it to\nbe considered to\nbecome a quest is a\ngreat feeling." ], [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "Feedback", "acting on feedback\nand improving my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working by myself\ninstead of a group.", "Oh island so strong\nand so fair (your\nisland).", "we got to make it\nourseves and it is the\ntype of stuff I like to do\nso I found it really fun." ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "", "3", "", "4", "", "4", "", "Mindset", "Resilience", "acting on feedback\nand improving my\nwork.", "improving on\nresilience by trying to\nwork by myself more\noften.", "working in a group\ninstead of by myself.", "Oh island so strong\nand so fair (your\nisland).", "I can create\nsomething!" ], "rows": [ [ "", "2", "", "2", "", "2", "", "Rememberin\ng", "", "working with new\npeople.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I found it fun to design\nmy own island and\nflag." ], [ "", "3", "", "3", "", "3", "", "Presentation", "Resourceful", "acting on feedback\nand improving my\nwork.", "improving on building\nrelaionships wih my\npeers.", "presenting in front of\nthe class.", "Humpty Dumpty (teach\nthe class).", "I enjoyed the lessons,\nworking with new\npeople, and making\nnew memories." ], [ "", "3", "", "3", "", "2", "", "Feedback", "Detail", "presenting in front of\nthe class.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I could be more\ncreative ." ], [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "Feedback", "working in a group\ninstead of by myself.", "improving on building\nrelationships wih my\npeers.", "acting on feedback\nand improving my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "it was fun to think of\nnew ideas" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "", "2", "", "3", "", "2", "", "Feedback", "Resourceful", "working in a group\ninstead of by myself.", "improving on building\nrelaionships with my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "my island we created\nis really cool!" ], "rows": [ [ "", "3", "", "3", "", "3", "", "Feedback", "Resourceful", "", "", "", "", "" ], [ "", "3", "", "3", "", "3", "", "Mindset", "Rememberin\ng", "working in a group\ninstead of by myself.", "improving on building\nrelaionships with my\npeers.", "including more\nrelevant detail in my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "I was in a group with\npeople I get along with\nbetter." ], [ "", "3", "", "3", "", "3", "", "Feedback", "Resourceful", "acting on feedback\nand improving my\nwork.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "including more\nrelevant detail in my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "it was good and I had\nfun working with my\nfriends." ], [ "", "3", "", "3", "", "3", "", "Presentation", "Resourceful", "including more\nrelevant detail in my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working with new\npeople.", "Oh island so strong\nand so fair (your\nisland).", "Because making the\nmodel was fun." ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "", "3", "", "3", "", "3", "", "Presentation", "Detail", "including more\nrelevant detail in my\nwork.", "improving on\nresilience by trying to\nwork by myself more\noften.", "working by myself\ninstead of a group.", "Oh island so strong\nand so fair (your\nisland).", "I found it interesting\nand was able to get it\ndone quickly." ], "rows": [ [ "", "3", "", "3", "", "3", "", "Mindset", "Resilience", "presenting in front of\nthe class.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I liked creating my\nisland." ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "3", "", "3", "", "3", "", "Mindset", "Detail", "presenting in front of\nthe class.", "improving on\nresilience by trying to\nwork by myself more\noften.", "acting on feedback\nand improving my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "we made a cool island." ], [ "", "2", "", "2", "", "2", "", "Rememberin\ng", "", "presenting in front of\nthe class.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "working in a group\ninstead of by myself.", "Quest 7 (design a new\nQuest).", "I enjoyed working wih\nthe people I was with\nand being able to\nshow my passion for\nthings to others." ], [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "Feedback", "presenting in front of\nthe class.", "improving on building\nrelationships wih my\npeers.", "acting on feedback\nand improving my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "it's really fun to work\nwith your friends." ], [ "", "3", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "3", "", "3", "", "3", "", "Feedback", "Detail", "working in a group\ninstead of by myself.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "we got to create our\nown island and decide\nwhat it was going to be\nlike and what the\ncommunity and people\nare like. It's very\ninteresting." ], "rows": [ [ "", "2", "", "2", "", "3", "", "Presentation", "Detail", "presenting in front of\nthe class.", "improving on building\nrelaionships with my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "of he hard work we\nput in and it is just a\ngreat quest." ], [ "", "3", "", "3", "", "3", "", "Presentation", "Resourceful", "working by myself\ninstead of a group.", "improving on building\nrelaionships wih my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "it was fun." ], [ "", "3", "", "3", "", "3", "", "Mindset", "Detail", "acting on feedback\nand improving my\nwork.", "improving on building\nrelationships wih my\npeers.", "working by myself\ninstead of a group.", "Oh island so strong\nand so fair (your\nisland).", "it has involved a lot of\nplaning and thinking." ], [ "", "4", "", "3", "", "3", "", "Mindset", "Resilience", "presenting in front of\nthe class.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "working in a group\ninstead of by myself.", "Oh island so strong\nand so fair (your\nisland).", "I enjoyed the lessons\nand they were were\nallowed to choose\nwhat to do." ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "", "3", "", "4", "", "3", "", "Presentation", "Resourceful", "working with new\npeople.", "improving on building\nrelaionships with my\npeers.", "working by myself\ninstead of a group.", "Oh island so strong\nand so fair (your\nisland).", "it's really fun." ], "rows": [ [ "", "3", "", "3", "", "3", "", "Mindset", "Resilience", "", "", "", "", "" ], [ "", "2", "", "3", "", "2", "", "Rememberin\ng", "", "acting on feedback\nand improving my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working by myself\ninstead of a group.", "Humpty Dumpty (teach\nthe class).", "it was entertaining and\nit made us be more\nindependent." ], [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "Feedback", "", "", "", "", "" ], [ "", "2", "", "2", "", "2", "", "Detail", "Presentation", "", "", "", "", "" ], [ "", "3", "", "3", "", "2", "", "Feedback", "Resourceful", "working by myself\ninstead of a group.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "including more\nrelevant detail in my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "I got to design and\nmake my own island." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "3", "", "4", "", "3", "t\n.", "Mindset", "Rememberin\ng", "working in a group\ninstead of by myself.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "it was fun." ], "rows": [ [ "", "3", "", "3", "", "3", "", "Detail", "Presentation", "working in a group\ninstead of by myself.", "improving on building\nrelaionships with my\npeers.", "working with 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"working with new\npeople.", "improving on building\nrelationships with my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I enjoyed working with\nthe people I was with." ], "rows": [ [ "", "2", "", "2", "", "2", "", "Detail", "", "working with new\npeople.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "acting on feedback\nand improving my\nwork.", "Quest 7 (design a new\nQuest).", "I like making lessons\nbecause I fine it fun\nand I like the creative\nside of it" ], [ "", "2", "", "2", "", "2", "", "Detail", "Resilience", "presenting in front of\nthe class.", "improving on building\nrelaionships wih my\npeers.", "working with new\npeople.", "Humpty Dumpty (teach\nthe class).", "it was different and I\nliked how we could\nmake the lesson about\nwhat we liked and\nwere able to teach\neveryone what we\nwanted to do." ], [ "", "3", "", "3", "", "3", "", "Feedback", "Resilience", "", "", "", "", "" ], [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "Feedback", "presenting in front of\nthe class.", "improving on building\nrelaionships wih my\npeers.", "working with new\npeople.", "Quest 7 (design a new\nQuest).", "It was really fun" ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "", "3", "", "3", "", "3", "", "Rememberin\ng", "Feedback", "presenting in front of\nthe class.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "working by myself\ninstead of a group.", "Quest 7 (design a new\nQuest).", "my partner and I\nworked really well\ntogether and produced\na good presentation\nthat was perfect for us\n- our subject was\n'space travel'." ], "rows": [ [ "", "", "", "", "", "3", "", "Feedback", "", "working in a group\ninstead of by myself.", "improving on building\nrelaionships with my\npeers.", "including more\nrelevant detail in my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "this was the only quest\nI've done!" ], [ "", "", "", "", "", "3", "", "Detail", "", "working with new\npeople.", "improving on building\nrelaionships with my\npeers.", "working with new\npeople.", "Oh island so strong\nand so fair (your\nisland).", "this is my first quest so\nthis is my favourite." ], [ "", "3", "", "3", "", "3", "", "Mindset", "Rememberin\ng", "working with new\npeople.", "improving on building\nrelaionships with my\npeers.", "including more\nrelevant detail in my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "I like designing stuff\nlike the layout of the\nisland." ], [ "", "3", "", "3", "", "3", "", "Feedback", "Mindset", "presenting in front of\nthe class.", "improving on building\nrelaionships wih my\npeers.", "acting on feedback\nand improving my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "because it was fun." ], [ "", "3", "", "3", "", "3", "", "Resourceful", "Feedback", "working in a group\ninstead of by myself.", "improving on building\nrelationships wih my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "it's a very creative way\nof working." ], [ "", "3", "", "3", "", "4", "", "Mindset", "Resilience", "working in a group\ninstead of by myself.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "including more\nrelevant detail in my\nwork.", "Humpty Dumpty (teach\nthe class).", "I worked with my\ngroup really well.\nEveryone has done\nsome work and it was\na fun presentation to\ndo. I really enjoyed it\n10/10 for me." ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "2", "", "2", "", "2", "", "Feedback", "Detail", "including more\nrelevant detail in my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "working with new\npeople.", "Oh island so strong\nand so fair (your\nisland).", "I like how you get to\ncreate the island and\nthink about how to run\nthe island. I also liked\nhow we get to make a\n3D island." ], "rows": [ [ "", "3", "", "2", "", "2", "", "Feedback", "Detail", "working with new\npeople.", "improving on building\nrelaionships with my\npeers.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I could be more\ncreative in this Quest\nand I enjoyed it more." ], [ "", "3", "", "3", "", "3", "", "Resourceful", "Feedback", "including more\nrelevant detail in my\nwork.", "improving on building\nrelaionships wih my\npeers.", "acting on feedback\nand improving my\nwork.", "Oh island so strong\nand so fair (your\nisland).", "it was fun." ], [ "", "3", "", "3", "", "3", "", "Mindset", "Presentation", "presenting in front of\nthe class.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "working by myself\ninstead of a group.", "Oh island so strong\nand so fair (your\nisland).", "we made a good\nisland." ], [ "", "3", "", "3", "", "3", "", "Resilience", "Detail", "", "", "", "", "" ], [ "", "1", "", "2", "", "2", "", "Feedback", "Detail", "working by myself\ninstead of a group.", "improving on\nresilience by trying to\nwork by myself more\noften.", "presenting in front of\nthe class.", "Oh island so strong\nand so fair (your\nisland).", "I enjoyed making the\nisland and creating my\nown place that is me." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ ")LAL(\nmreT\nleveL\nnmutuA\n3SK\ntseuQ 8\nraeY", "3~uQ\ngninraeL mreT\nnmutuA\not\nedutittA\n8\nraeY", "2~)LAL(\nmreT\nleveL\ngnirpS\n3SK\ntseuQ 8\nraeY", "2~uQ\ngninraeL mreT\ngnirpS\not\nedutittA\n8\nraeY", "3~)LAL(\nmreT\nleveL\nremmuS\n3SK\ntseuQ 8\nraeY", "seuQ\nmreT\ngninraeL\nremmuS\not\nedutittA\n8\nraeY", "tseuQ mreT\nyrammuS remmuS\n8\nlipuP raeY", "1\nspetS\nmreT\ntxeN remmuS\n3SK\ntseuQ 8\nraeY", "2\nspetS\nmreT\ntxeN remmuS\n3SK\ntseuQ 8\nraeY", "raeY\ntseuQ\nmreT\ntnemeveihcA\nremmuS\n8", "8\nraeY\ntseuQ\nmreT\nllikS remmuS\nsR6", "8\nraeY\ntseuQ mreT\nevorpmI remmuS", "8\nraeY\ntseuQ\nmreT\netiruovaF\nremmuS", "tseuQ\nmreT\nesuaceB\nremmuS\netiruovaF\n8\nraeY" ], "rows": [ [ "", "2", "", "2", "", "2", "", "Detail", "", "including more\nrelevant detail in my\nwork.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "acting on feedback\nand improving my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I like to make models\nand I have creative\nideas." ], [ "", "2", "", "2", "", "2", "", "Feedback", "Resourceful", "presenting in front of\nthe class.", "improving on building\nrelaionships with my\npeers.", "acting on feedback\nand improving my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "because it was fun to\nmake the island." ], [ "", "3", "", "3", "", "3", "", "Detail", "Presentation", "including more\nrelevant detail in my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "presenting in front of\nthe class.", "designing my\nrestaurant.", "me and my partner\nmade a very good\nrestaurant and it was\nfun to make." ], [ "", "3", "", "3", "", "3", "", "Mindset", "", "including more\nrelevant detail in my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "including more\nrelevant detail in my\nwork.", "'Quest 7' where I\ndesigned a new\nQuest.", "I enjoyed working on a\nproject for a longer\nperiod and we did well." ], [ "", "", "", "5", "", "", "", "", "", "", "", "", "", "" ], [ "", "4", "", "4", "", "5", "", "Mindset", "Feedback", "", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "4", "", "4", "", "3", "", "esilience", "Presentation", "", "", "", "", "" ], "rows": [ [ "", "3", "", "3", "", "3", "", "etail", "Feedback", "including more\nrelevant detail in my\nwork.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "presenting in front of\nthe class.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I love drawing and\ndesigning." ], [ "", "3", "", "3", "", "3", "", "etail", "", "presenting in front of\nthe class.", "improving on building\nrelaionships wih my\npeers.", "including more\nrelevant detail in my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "it included creating\nstuff like painting\nisland and it was very\nfunny." ], [ "", "", "", "3", "", "3", "", "esilience", "Feedback", "presenting in front of\nthe class.", "improving on building\nrelaionships wih my\npeers.", "working by myself\ninstead of a group.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I got to work with\npeople I like and it's\nfun." ], [ "", "3", "", "3", "", "3", "", "esilience", "Presentation", "acting on feedback\nand improving my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working by myself\ninstead of a group.", "'Oh island so strong\nand so fair' where I\nmade my own island", "it was fun and it was\ndifferent to the others." ], [ "", "2", "", "2", "", "2", "", "etail", "Resourceful", "", "", "", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "3", "", "3", "", "3", "", "Mindset", "", "working with new\npeople.", "improving on building\nrelaionships with my\npeers.", "including more\nrelevant detail in my\nwork.", "'Heroes' where I\nresearched and\npresented my heroes.", "it was interesting and\nfun to learn about the\npeople and get new\ninformation." ], "rows": [ [ "", "2", "", "2", "", "2", "", "Detail", "", "including more\nrelevant detail in my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "presenting in front of\nthe class.", "'Heroes' where I\nresearched and\npresented my heroes.", "I could pick my favorite\nmovie and singer and\ndo research about\nthem." ], [ "", "3", "", "3", "", "3", "", "Detail", "Presentation", "working by myself\ninstead of a group.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "presenting in front of\nthe class.", "designing my\nrestaurant.", "Ii got to work online\nand explore with\nimages and text and\nworking on\npowerpoint." ], [ "", "3", "", "3", "", "2", "", "Detail", "", "working in a group\ninstead of by myself.", "improving on building\nrelationships wih my\npeers.", "including more\nrelevant detail in my\nwork.", "'Quest 7' where I\ndesigned a new\nQuest.", "it was creative as well\nas competiive task. It\ntook our 6Rs to\nchallenge us, with\nworking on our\nrelationships and\nresourcefulness by\nusing a song and\nturning it into a piece\nof work." ], [ "", "3", "", "3", "", "3", "", "Mindset", "Presentation", "working with new\npeople.", "improving on building\nrelationships wih my\npeers.", "presenting in front of\nthe class.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I like to paint and work\nwith new people as I\nmoved to a new class.\nI like this Quest a lot\nmore than any other\nI've done so far." ], [ "", "4", "", "4", "", "5", "", "Mindset", "Feedback", "working by myself\ninstead of a group.", "improving on building\nrelationships with my\npeers.", "presenting in front of\nthe class.", "creating my own\nnewspaper.", "it was very quick and\nfun to do." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "4", "", "3", "", "5", "", "Mindset", "Presentation", "acting on feedback\nand improving my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "working with new\npeople.", "'Humpty Dumpty'\nwhere I taught the\nclass.", "it was fun." ], "rows": [ [ "", "3", "", "3", "", "3", "", "Relationship", "Detail", "working with new\npeople.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "working by myself\ninstead of a group.", "'Heroes' where I\nresearched and\npresented my heroes.", "I learnt so much about\nmy heroes." ], [ "", "4", "", "4", "", "2", "", "Resourceful", "Rememberin\ng", "including more\nrelevant detail in my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "working by myself\ninstead of a group.", "designing my\nrestaurant.", "I loved expressing my\nideas because I\nworked by myself and\nit was really fun\nmaking a restaurant." ], [ "", "2", "", "2", "", "1", "", "Detail", "", "including more\nrelevant detail in my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "acting on feedback\nand improving my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "designing he island\nwas fun." ], [ "", "3", "", "3", "", "3", "", "Resilience", "Detail", "including more\nrelevant detail in my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "working with new\npeople.", "designing my\nrestaurant.", "I got to make my own\nunique building." ], [ "", "3", "", "3", "", "3", "", "Resilience", "Feedback", "presenting in front of\nthe class.", "improving on building\nrelationships wih my\npeers.", "including more\nrelevant detail in my\nwork.", "designing my\nrestaurant.", "I enjoyed it." ], [ "", "2", "", "2", "", "2", "", "Detail", "", "presenting in front of\nthe class.", "improving on building\nrelationships with my\npeers.", "including more\nrelevant detail in my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "it is very creative and\neasy to have fun with!!" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "3", "", "4", "", "4", "", "Feedback", "Mindset", "acting on feedback\nand improving my\nwork.", "improving on\nresilience by trying to\nwork by myself more\noften.", "including more\nrelevant detail in my\nwork.", "designing my\nrestaurant.", "I liked constructing a\nrestaurant." ], "rows": [ [ "", "3", "", "3", "", "3", "", "Relationship", "Presentation", "including more\nrelevant detail in my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "acting on feedback\nand improving my\nwork.", "creating my own\nnewspaper.", "it was fun to write\nnewspaper articles." ], [ "", "2", "", "2", "", "2", "", "Detail", "", "including more\nrelevant detail in my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "working with new\npeople.", "creating my own\nnewspaper.", "I loved making my\nnewspaper. I loved\nresearching about it\nand working with my\npeers, all of the other\ntopics didn't stick out\nto me." ], [ "", "2", "", "3", "", "2", "", "Detail", "", "acting on feedback\nand improving my\nwork.", "improving on building\nrelaionships wih my\npeers.", "working with new\npeople.", "'Oh island so strong\nand so fair' where I\nmade my own island", "it was very fun and\nentertaining, I loved\nthe concept and\nchallenge while I also\nlove doing hings like\ncreating he island,\nrules, government ect." ], [ "", "3", "", "3", "", "2", "", "Detail", "", "including more\nrelevant detail in my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "presenting in front of\nthe class.", "'Oh island so strong\nand so fair' where I\nmade my own island", "it's enjoyable to just\nget to work with little\ndetail, and create\nsomething to be proud\nof." ], [ "", "2", "", "3", "", "3", "", "Detail", "Presentation", "acting on feedback\nand improving my\nwork.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "working with new\npeople.", "creating my own\nnewspaper.", "I worked in a good\ngroup and was able to\nwrite a lot of\ninformation." ], [ "", "3", "", "3", "", "2", "", "Detail", "", "working wih new\npeople.", "improving on building\nrelationships with my\npeers.", "acting on feedback\nand improving my\nwork.", "'Quest 7' where I\ndesigned a new\nQuest.", "we got to choose what\nlesson and what style\nwe taught with." ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "3", "", "4", "", "3", "", "etail", "Presentation", "", "", "", "", "" ], "rows": [ [ "", "3", "", "2", "", "1", "", "etail", "", "acting on feedback\nand improving my\nwork.", "improving on building\nrelaionships with my\npeers.", "working with new\npeople.", "'Quest 7' where I\ndesigned a new\nQuest.", "I worked with\nsomeone I hadn't\nworked with before." ], [ "", "1", "", "1", "", "1", "", "etail", "", "acting on feedback\nand improving my\nwork.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "presenting in front of\nthe class.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I really enjoyed\nworking in a group\nmaking our own island\nand getting to design\nthe way our it works.\nIt's a very calm and\nfun environment, I\nreally had fun with the\nproject!" ], [ "", "2", "", "2", "", "2", "", "etail", "", "acting on feedback\nand improving my\nwork.", "improving on building\nrelaionships wih my\npeers.", "presenting in front of\nthe class.", "'Oh island so strong\nand so fair' where I\nmade my own island", "we got to do lots of\npractical things." ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "4", "", "4", "", "4", "", "eedback", "Mindset", "working by myself\ninstead of a group.", "improving on building\nrelationships wih my\npeers.", "presenting in front of\nthe class.", "'Quest 7' where I\ndesigned a new\nQuest.", "it was a chance to\nlearn what Quest was\nall about." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "1", "", "1", "", "1", "", "Detail", "", "presenting in front of\nthe class.", "improving on building\nrelaionships with my\npeers.", "acting on feedback\nand improving my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "it's super creative and\nfun! I get to work with\nmy friends and have\nfun and learn lots of\nnew and important\nthings." ], "rows": [ [ "", "2", "", "2", "", "2", "", "Detail", "", "including more\nrelevant detail in my\nwork.", "improving on building\nrelaionships with my\npeers.", "presenting in front of\nthe class.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I am working with one\nof my best friends and\nwe both have good\nideas on how to make\nour island strong and\nhealthy. We have\ndesigned one of the\nbest projects I have\nmade." ], [ "", "2", "", "2", "", "3", "", "Resilience", "Detail", "working by myself\ninstead of a group.", "improving on\nresilience by trying to\nwork by myself more\noften.", "working with new\npeople.", "'Oh island so strong\nand so fair' where I\nmade my own island", "it was fun to make an\nisland out of cardboard\nand paper." ], [ "", "2", "", "3", "", "2", "", "Detail", "Resilience", "working by myself\ninstead of a group.", "improving on\nresilience by trying to\nwork by myself more\noften.", "working with new\npeople.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I found it more\ninteractive han some\nof the other Quests\nand I didn't know what\nsome things meant\nbefore we did this\nQuest, like democracy\nor dictatorship, so this\nhas been my favourite\nQuest by a lot." ], [ "", "2", "", "3", "", "3", "", "Presentation", "Detail", "acting on feedback\nand improving my\nwork.", "improving on building\nrelationships wih my\npeers.", "presenting in front of\nthe class.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I like doing more work\nthat's not on he iPads\nor laptops." ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "", "3", "", "3", "", "2", "", "Detail", "", "presenting in front of\nthe class.", "improving on building\nrelaionships with my\npeers.", "presenting in front of\nthe class.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I like geography so it\nwas fun to make an\nisland" ], "rows": [ [ "", "2", "", "2", "", "2", "", "Detail", "", "working with new\npeople.", "improving on building\nrelaionships with my\npeers.", "acting on feedback\nand improving my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I enjoyed the making\nof he island." ], [ "", "2", "", "3", "", "2", "", "Detail", "Feedback", "including more\nrelevant detail in my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working by myself\ninstead of a group.", "creating my own\nnewspaper.", "I was really proud of\nour newspaper and it\nwas very popular." ], [ "", "3", "", "3", "", "3", "", "Resilience", "Presentation", "including more\nrelevant detail in my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "including more\nrelevant detail in my\nwork.", "'Heroes' where I\nresearched and\npresented my heroes.", "I enjoyed working wih\nmy partner and it was\nfun to make the\nposters." ], [ "", "3", "", "2", "", "3", "", "Detail", "Resourceful", "working in a group\ninstead of by myself.", "improving on building\nrelationships wih my\npeers.", "presenting in front of\nthe class.", "designing my\nrestaurant.", "it was lots of fun." ], [ "", "3", "", "3", "", "3", "", "Presentation", "Resourceful", "acting on feedback\nand improving my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "presenting in front of\nthe class.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I like how we can feel\nfree to do what we\nwould like to create\nand our design to look\nlike and be like\nwhatever we deicde.\nAlso, I had a very\nfunny group." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "2", "", "1", "", "1", "", "Detail", "", "presenting in front of\nthe class.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "including more\nrelevant detail in my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I like to be creative\nand this activity was\ncreative because we\nwere painting, making\nposters and display\nboards and it was very\nentertaining." ], "rows": [ [ "", "2", "", "3", "", "2", "", "Presentation", "Relationship", "working in a group\ninstead of by myself.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "presenting in front of\nthe class.", "'Quest 7' where I\ndesigned a new\nQuest.", "designing a Quest was\nso fun because your\nonly limit was your\nimagination and you\nhad so many funny\nname choices too." ], [ "", "2", "", "2", "", "2", "", "Detail", "", "presenting in front of\nthe class.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "including more\nrelevant detail in my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "it was fun designing\nthe islands." ], [ "", "2", "", "2", "", "2", "", "Detail", "Relationship", "including more\nrelevant detail in my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "working with new\npeople.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I enjoyed doing the\npaper mache and\nenjoyed working with\nmy team partner." ], [ "", "3", "", "3", "", "2", "", "Resourceful", "", "working by myself\ninstead of a group.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "acting on feedback\nand improving my\nwork.", "designing my\nrestaurant.", "I enjoyed it." ], [ "", "2", "", "2", "", "2", "", "Detail", "Feedback", "acting on feedback\nand improving my\nwork.", "improving on building\nrelationships with my\npeers.", "working with new\npeople.", "creating my own\nnewspaper.", "it was a very fun\nactivity and was very\ninteresting as we had\nto do more than one\narticle." ], [ "", "3", "", "3", "", "3", "", "Resilience", "Detail", "", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "3", "", "3", "", "2", "", "Resilience", "", "presenting in front of\nthe class.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "working with new\npeople.", "'Humpty Dumpty'\nwhere I taught the\nclass.", "I enjoyed making a\npiece of work on\nsomething I enjoy, and\neducating people\nabout it." ], "rows": [ [ "", "3", "", "2", "", "2", "", "Feedback", "Detail", "working by myself\ninstead of a group.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "acting on feedback\nand improving my\nwork.", "'Heroes' where I\nresearched and\npresented my heroes.", "I just love superheroes\nand I know so much\nabout them." ], [ "", "2", "", "3", "", "3", "", "Detail", "Feedback", "working in a group\ninstead of by myself.", "improving on building\nrelaionships wih my\npeers.", "including more\nrelevant detail in my\nwork.", "creating my own\nnewspaper.", "I worked the hardest\non this Quest. Also,\nour newspaper was\nthe best out of all." ], [ "", "3", "", "3", "", "3", "", "Resilience", "Detail", "working with new\npeople.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "presenting in front of\nthe class.", "'Oh island so strong\nand so fair' where I\nmade my own island", "it means that you can\ndo multiple things like\na poster, a PowerPoint\nand a display board\nand build your own\nisland." ], [ "", "3", "", "3", "", "2", "", "Detail", "", "including more\nrelevant detail in my\nwork.", "improving on building\nrelationships wih my\npeers.", "acting on feedback\nand improving my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "it was simple." ], [ "", "2", "", "2", "", "2", "", "Detail", "Presentation", "working in a group\ninstead of by myself.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "including more\nrelevant detail in my\nwork.", "'Quest 7' where I\ndesigned a new\nQuest.", "I was very proud of my\nwork." ], [ "", "3", "", "3", "", "4", "", "Mindset", "Feedback", "including more\nrelevant detail in my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "presenting in front of\nthe class.", "'Oh island so strong\nand so fair' where I\nmade my own island", "it's the most creative\nand more fun because\nwe get to paint." ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "3", "", "3", "", "2", "", "Resilience", "Feedback", "including more\nrelevant detail in my\nwork.", "improving on\nresilience by trying to\nwork by myself more\noften.", "presenting in front of\nthe class.", "designing my\nrestaurant.", "I felt like I could do my\nown design, and I was\nfree to do what I\nwanted." ], "rows": [ [ "", "1", "", "1", "", "1", "", "Detail", "", "working in a group\ninstead of by myself.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "working with new\npeople.", "'Quest 7' where I\ndesigned a new\nQuest.", "I found the work fun\nespecially how I got to\nchoose what I did." ], [ "", "3", "", "3", "", "3", "", "Detail", "Presentation", "working in a group\ninstead of by myself.", "improving on building\nrelaionships wih my\npeers.", "working in a group\ninstead of by myself.", "creating my own\nnewspaper.", "we did really well and\neverything worked out\nbut mainly because we\nhad the best\nnewspaper." ], [ "", "2", "", "2", "", "2", "", "Detail", "", "working in a group\ninstead of by myself.", "improving on building\nrelationships wih my\npeers.", "working with new\npeople.", "'Oh island so strong\nand so fair' where I\nmade my own island", "it was just fun and\ncreative. We also got\nto decide a bunch of\nrules and the animals\nand food and flag." ], [ "", "3", "", "3", "", "3", "", "Detail", "Presentation", "working with new\npeople.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "including more\nrelevant detail in my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I got to work with new\npeople." ], [ "", "3", "", "2", "", "2", "", "Detail", "", "acting on feedback\nand improving my\nwork.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "working by myself\ninstead of a group.", "'Quest 7' where I\ndesigned a new\nQuest.", "it was very fun. We got\nto choose lots of\ndifferent historical\npeople and places,\nand the group I was\nworking with were (and\nstill are) extremely nice\nand great friends." ], [ "", "2", "", "2", "", "2", "", "Feedback", "Resilience", "acting on feedback\nand improving my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "presenting in front of\nthe class.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I like being creative." ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "3", "", "2", "", "2", "", "Feedback", "Presentation", "including more\nrelevant detail in my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "acting on feedback\nand improving my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "we didnt have to write\nas much." ], "rows": [ [ "", "", "", "3", "", "", "", "", "", "", "", "", "", "" ], [ "", "2", "", "3", "", 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my\nwork.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "working by myself\ninstead of a group.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I love the idea of it and\nit has been so much\nfun." ], [ "", "4", "", "4", "", "5", "", "Mindset", "Feedback", "acting on feedback\nand improving my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "presenting in front of\nthe class.", "creating my own\nnewspaper.", "I enjoyed working wih\nother people and\nworking on making a\nnews paper." ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "2", "", "2", "", "3", "", "Detail", "Feedback", "working in a group\ninstead of by myself.", "improving on building\nrelaionships with my\npeers.", "acting on feedback\nand improving my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I enjoy making and\ndesigning he island\nand working on the\nposter." ], 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"", "3", "", "3", "", "Resilience", "Feedback", "working with new\npeople.", "improving on building\nrelaionships with my\npeers.", "including more\nrelevant detail in my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I enjoyed working with\na new partner." ], [ "", "2", "", "2", "", "2", "", "Feedback", "Resilience", "acting on feedback\nand improving my\nwork.", "improving on building\nrelaionships wih my\npeers.", "presenting in front of\nthe class.", "'Heroes' where I\nresearched and\npresented my heroes.", "doing research about\nmy heroes was easy\nand I liked decorating\nand writing all of the\ninformation I found out\nabout it, an it was easy\nworking by myself\nbecause I knew what I\nwanted to do." ], [ "", "3", "", "3", "", "3", "", "Resourceful", "Feedback", "working by myself\ninstead of a group.", "improving on\nresilience by trying to\nwork by myself more\noften.", "including more\nrelevant detail in my\nwork.", "designing my\nrestaurant.", "my restaurant looked\namazing." ], [ "", "3", "", "3", "", "2", "", "Resourceful", "", "presenting in front of\nthe class.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "presenting in front of\nthe class.", "'Oh island so strong\nand so fair' where I\nmade my own island", "i enjoyed crafting the\nisland." ], [ "", "3", "", "3", "", "3", "", "Resilience", "Detail", "including more\nrelevant detail in my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "acting on feedback\nand improving my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "there is a lot to do and\nthe things you do are\nfun and creative." ], [ "", "3", "", "2", "", "2", "", "Detail", "", "acting on feedback\nand improving my\nwork.", "improving on building\nrelationships with my\npeers.", "working with new\npeople.", "'Oh island so strong\nand so fair' where I\nmade my own island", "it was the most\ncreative 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In\ncomparison to other\nQuest topics this year,\nI reckon his one is by\nfar the best." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "4", "", "4", "", "4", "", "Equipment", "Mindset", "including more\nrelevant detail in my\nwork.", "improving on building\nrelaionships with my\npeers.", "working in a group\ninstead of by myself.", "designing my\nrestaurant.", "it was creative." ], "rows": [ [ "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "3", "", "3", "", "3", "", "Detail", "Feedback", "working with new\npeople.", "improving on building\nrelaionships with my\npeers.", "acting on feedback\nand improving my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I liked how we had to\nmake a island with\npaper and cardboard." ], [ "", "3", "", "4", "", "5", "", "Mindset", "Detail", "including more\nrelevant detail in my\nwork.", "improving on\nremembering by\nincluding more specific\nand relevant\ninformation in my\nwork.", "acting on 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], [ "", "2", "", "2", "", "2", "", "Feedback", "Resilience", "acting on feedback\nand improving my\nwork.", "improving on building\nrelationships wih my\npeers.", "including more\nrelevant detail in my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island", "it includes arts and\ncrafts, and I love the\nidea of making my\nown island." ], [ "", "2", "", "2", "", "2", "", "Detail", "", "including more\nrelevant detail in my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "presenting in front of\nthe class.", "'Oh island so strong\nand so fair' where I\nmade my own island", "I got to make a big\nmodel which was\nreally ambiious for me\nand it made me be\nmore creative in using\nquite unusual\nresources such as\nsticks and tissue paper\nto make mini trees and\nsmall rocks to make it\nmore detailed." ], [ "", "2", "", "2", "", "2", "", "Detail", "", "acting on feedback\nand improving my\nwork.", "improving on building\nrelationships 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it\nsounds cool." ], [ "", "3", "D", "3", "D", "3", "", "Resourceful", "Detail", "working in a group\ninstead of by myself.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "presenting in front of\nthe class.", "'My restaurant' where I\ndesigned my own\nrestaurant, including\nthe interior design,\nmenu and guest list.", "I made a football\nrestaurant." ], [ "", "3", "S", "2", "S", "3", "", "Feedback", "Detail", "working by myself\ninstead of a group.", "improving on\nresilience by trying to\nwork by myself more\noften.", "presenting in front of\nthe class.", "'My restaurant' where I\ndesigned my own\nrestaurant, including\nthe interior design,\nmenu and guest list.", "I liked picking he\nguests for our\nrestaurant." ], [ "", "1", "S", "2", "S", "2", "", "Feedback", "Presentation", "presenting in front of\nthe class.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "presenting in front of\nthe class.", "'Heroes' where I\nresearched and\npresented my heroes.", "I liked how I had a lot\nof options to choose\nfrom and was allowed\nto write about my own\ninterests and favourite\npeople and let other\npeople know about the\nthings they've done." ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "4", "D", "3", "D", "3", "", "esilience", "Equipment", "acting on feedback\nand improving my\nwork.", "improving on building\nrelationships with my\npeers.", "presenting in front of\nthe class.", "'Quest 7' where I\ndesigned a new\nQuest.", "I was very productive\nand it involved a lot of\ncreativity." ], "rows": [ [ "", "3", "S", "2", "S", "2", "", "esilience", "Detail", "", "", "", "", "" ], [ "", "3", "D", "3", "", "", "", "", "", "", "", "", "", "" ], [ "", "3", "D", "3", "D", "3", "", "eedback", "Detail", "working with new\npeople.", "improving on\nresilience by trying to\nwork by myself more\noften.", "including more\nrelevant detail in my\nwork.", "'My restaurant' where I\ndesigned my own\nrestaurant, 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lesson.", "including more\nrelevant detail in my\nwork.", "'Heroes' where I\nresearched and\npresented my heroes.", "I got to go on the\nlaptops and write\nabout some of my\nfavorite famous\npeople." ], [ "", "3", "X", "", "X", "5", "", "", "", "", "", "", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "3", "D", "3", "D", "3", "", "Detail", "Feedback", "working in a group\ninstead of by myself.", "improving on building\nrelationships with my\npeers.", "including more\nrelevant detail in my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island.", "it is interactive." ], "rows": [ [ "", "2", "S", "2", "S", "2", "", "Resourceful", "Feedback", "acting on feedback\nand improving my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "working by myself\ninstead of a group.", "'CRHS newspaper'\nwhere I created my\nown newspaper.", "I could write about\nanything that interests\nme." ], [ "", "3", "D", "3", "D", "3", "", "Feedback", 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I could\ndraw and design the\nbuilding and the logo\nand I could work with\nmy friends to make my\nfavourite restaurant\never." ], [ "", "3", "D", "3", "D", "3", "", "Equipment", "Feedback", "", "", "", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "3", "S", "3", "D", "4", "", "Mindset", "Presentation", "", "", "", "", "" ], "rows": [ [ "", "3", "D", "3", "D", "4", "", "Mindset", "Presentation", "", "", "", "", "" ], [ "", "2", "S", "2", "S", "3", "", "Detail", "Feedback", "acting on feedback\nand improving my\nwork.", "improving on\nresilience by trying to\nwork by myself more\noften.", "presenting in front of\nthe class.", "'Quest 7' where I\ndesigned a new\nQuest.", "I got to create\nsomething about what\ninterests me and\nsubjects I like." ], [ "", "3", "D", "3", "S", "3", "", "Detail", "Presentation", "", "", "", "", "" ], [ "", "", "", "", "D", "3", "", "Presentation", "Detail", "working by myself\ninstead of a group.", "improving on\nresilience by trying to\nwork by myself more\noften.", "working by myself\ninstead of a group.", "'CRHS newspaper'\nwhere I created my\nown newspaper.", "I was here when we\nwere doing this work." ], [ "", "", "X", "", "X", "", "", "", "", "", "", "", "", "" ], [ "", "3", "D", "3", "D", "3", "", "Feedback", "Resourceful", "", "", "", "", "" ], [ "", "2", "D", "3", "D", "3", "", "Resilience", "Presentation", "working in a group\ninstead of by myself.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "including more\nrelevant detail in my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island.", "we got to make our\nown island and be\ncreative by ourselves." ] ], "row_count": 7, "col_count": 14 }, { "headers": [ "", "3", "D", "3", "D", "3", "", "Feedback", "Resourceful", "acting on feedback\nand improving my\nwork.", "improving on building\nrelationships with my\npeers.", "acting on feedback\nand improving my\nwork.", "'CRHS newspaper'\nwhere I created my\nown newspaper.", "it was very interesting." ], "rows": [ [ "", "2", "S", "2", "S", "2", "", "Resourceful", "Feedback", "working by myself\ninstead of a group.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "acting on feedback\nand improving my\nwork.", "'Heroes' where I\nresearched and\npresented my heroes.", "I had creative ideas\nand got to do 3\ndifferent types of\npresentations. I think I\nworked the hardest in\nthis Quest because it\nwas my favorite and\nmore interesting." ], [ "", "4", "D", "3", "D", "3", "", "Mindset", "Feedback", "acting on feedback\nand improving my\nwork.", "improving on building\nrelationships with my\npeers.", "including more\nrelevant detail in my\nwork.", "'My restaurant' where I\ndesigned my own\nrestaurant, including\nthe interior design,\nmenu and guest list.", "it was fun." ], [ "", "2", "D", "2", "S", "2", "", "Feedback", "Presentation", "working with new\npeople.", "improving on building\nrelaionships with my\npeers.", "working with new\npeople.", "'My restaurant' where I\ndesigned my own\nrestaurant, including\nthe interior design,\nmenu and guest list.", "I got to work with my\nfriend and we made\npeople smile with our\nproject." ], [ "", "4", "E", "4", "E", "4", "", "Equipment", "Mindset", "", "", "", "", "" ], [ "", "2", "D", "3", "D", "3", "", "Mindset", "Presentation", "", "", "", "", "" ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "3", "D", "3", "D", "3", "", "Feedback", "Resourceful", "working by myself\ninstead of a group.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "presenting in front of\nthe class.", "'Oh island so strong\nand so fair' where I\nmade my own island.", "we get to create an\nisland." ], "rows": [ [ "", "2", "S", "3", "S", "3", "", "Detail", "Feedback", "working by myself\ninstead of a group.", "improving on building\nrelationships with my\npeers.", "acting on feedback\nand improving my\nwork.", "'CRHS newspaper'\nwhere I created my\nown newspaper.", "I got to show my peers\nwhat others think\nabout the school." ], [ "", "3", "D", "3", "S", "3", "", "Mindset", "Feedback", "working with new\npeople.", "improving on building\nrelationships with my\npeers.", "presenting in front of\nthe class.", "'Quest 7' where I\ndesigned a new\nQuest.", "it was fun." ], [ "", "3", "D", "3", "D", "4", "", "Resilience", "Mindset", "including 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enjoyed working on\nmy own and the\nresearch was fun\nbecause I got to learn\nthings I didn't know\nabout the ones I was\ndoing." ], [ "", "3", "D", "3", "D", "4", "", "Mindset", "Feedback", "", "", "", "", "" ] ], "row_count": 6, "col_count": 14 }, { "headers": [ "", "3", "S", "3", "S", "3", "", "Detail", "Presentation", "working by myself\ninstead of a group.", "improving on\nresilience by trying to\nwork by myself more\noften.", "presenting in front of\nthe class.", "'CRHS newspaper'\nwhere I created my\nown newspaper.", "it's the one I remember\nbest." ], "rows": [ [ "", "2", "S", "2", "S", "3", "", "Mindset", "Feedback", "working with new\npeople.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "presenting in front of\nthe class.", "'My restaurant' where I\ndesigned my own\nrestaurant, including\nthe interior design,\nmenu and guest list.", "I'd like to be a chef." ], [ "", "3", "D", "2", "D", "3", "", "Mindset", "Resilience", "presenting in 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"D", "3", "", "Resilience", "Mindset", "working in a group\ninstead of by myself.", "improving on building\nrelationships with my\npeers.", "acting on feedback\nand improving my\nwork.", "'My restaurant' where I\ndesigned my own\nrestaurant, including\nthe interior design,\nmenu and guest list.", "it was my first one of\nYear 8." ], "rows": [ [ "", "3", "D", "3", "D", "3", "", "Feedback", "Resourceful", "working with new\npeople.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "including more\nrelevant detail in my\nwork.", "'Heroes' where I\nresearched and\npresented my heroes.", "I managed to do some\nmore drawing work\nthan writing which I\nlike better, I also\nenjoyed the work and\nbeing able to pick\nwhich ones I wanted to\ndo." ], [ "", "2", "S", "2", "S", "3", "", "Detail", "Feedback", "", "", "", "", "" ], [ "", "2", "D", "4", "S", "1", "", "Feedback", "Presentation", "working in a group\ninstead of by myself.", "improving on building\nrelationships with 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I also enjoyed\nhow creative this topic\nwas." ], [ "", "3", "S", "3", "D", "3", "", "Presentation", "Resilience", "presenting in front of\nthe class.", "improving on building\nrelationships with my\npeers.", "acting on feedback\nand improving my\nwork.", "'Quest 7' where I\ndesigned a new\nQuest.", "we had the most\nfreedom to do what we\nwanted compared to\nsome of the others like\nthe newspaper when\nyou could only do a\nnewspaper." ] ], "row_count": 4, "col_count": 14 }, { "headers": [ "", "3", "D", "3", "D", "2", "", "Detail", "Resilience", "including more\nrelevant detail in my\nwork.", "improving on\nreadiness by being in\nthe right frame of mind\nfor the lesson.", "working in a group\ninstead of by myself.", "'Oh island so strong\nand so fair' where I\nmade my own island.", "it's easy." ], "rows": [ [ "", "3", "S", "3", "S", "3", "", "Resourceful", "Rememberin\ng", "including more\nrelevant detail in my\nwork.", "improving on building\nrelationships with my\npeers.", "acting on 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"3", "", "Resilience", "Feedback", "including more\nrelevant detail in my\nwork.", "improving on\nresilience by trying to\nwork by myself more\noften.", "acting on feedback\nand improving my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island.", "it is the most creative\none." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "3", "D", "3", "D", "4", "", "Mindset", "Equipment", "working with new\npeople.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "including more\nrelevant detail in my\nwork.", "'Quest 7' where I\ndesigned a new\nQuest.", "it was fun." ], "rows": [ [ "", "3", "D", "3", "D", "3", "", "Feedback", "Resourceful", "working in a group\ninstead of by myself.", "improving on building\nrelationships with my\npeers.", "including more\nrelevant detail in my\nwork.", "'My restaurant' where I\ndesigned my own\nrestaurant, including\nthe interior design,\nmenu and guest list.", "it was very creative." ], [ "", "3", "S", "3", "S", "3", "", "Feedback", "Presentation", "acting on feedback\nand improving my\nwork.", "improving on\nresilience by trying to\nwork by myself more\noften.", "working with new\npeople.", "'Heroes' where I\nresearched and\npresented my heroes.", "I was researching\npeople I know and I\nenjoyed working on it\nas there were many\nactivities to complete." ], [ "", "3", "D", "3", "S", "3", "", "Detail", "Presentation", "working with new\npeople.", "improving on building\nrelaionships with my\npeers.", "including more\nrelevant detail in my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island.", "you can do anything\nyou want with it and\nthere is no rules." ], [ "", "2", "S", "2", "D", "3", "", "Mindset", "Relationship", "", "", "", "", "" ], [ "", "3", "D", "3", "D", "3", "", "Resilience", "Feedback", "working with new\npeople.", "improving on building\nrelaionships with my\npeers.", "presenting in front of\nthe class.", "'CRHS newspaper'\nwhere I created my\nown newspaper.", "it was a fun experience\nand I enjoyed he\ncreativity." ] ], "row_count": 5, "col_count": 14 }, { "headers": [ "", "3", "X", "", "X", "3", "", "", "", "", "", "", "", "" ], "rows": [ [ "", "2", "S", "2", "S", "2", "", "Resourceful", "Feedback", "working in a group\ninstead of by myself.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "working with new\npeople.", "'Heroes' where I\nresearched and\npresented my heroes.", "I got to express my\nheroes and showed\nwhy they are heroes. I\nalso got to find out\nmore about other\npeople and who their\nheroes are." ], [ "", "3", "D", "3", "D", "2", "", "Detail", "Resilience", "working with new\npeople.", "improving on building\nrelationships with my\npeers.", "acting on feedback\nand improving my\nwork.", "'Oh island so strong\nand so fair' where I\nmade my own island.", "it expands my\ncreativity skills." ], [ "", "2", "D", "3", "S", "2", "", "Feedback", "Presentation", "acting on feedback\nand improving my\nwork.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "working by myself\ninstead of a group.", "'My restaurant' where I\ndesigned my own\nrestaurant, including\nthe interior design,\nmenu and guest list.", "it was was very\ncreative and you had\nto have many ideas." ], [ "", "3", "S", "3", "S", "2", "", "Detail", "Presentation", "working in a group\ninstead of by myself.", "improving on\nresourcefulness by\nmaking good use of\nmaterials available.", "presenting in front of\nthe class.", "'Quest 7' where I\ndesigned a new\nQuest.", "I got to make a Quest\nthat I'd enjoy and I\nthink others would\nenjoy it as well. I also\nthink it's very cool to\nlearn about he history\nof powers and\nelements." ], [ "", "3", "S", "2", "S", "2", "", "Resilience", "Feedback", "acting on feedback\nand improving my\nwork.", "improving on my\nreflectiveness by\nacting on feedback\ngiven.", "presenting in front of\nthe class.", "'CRHS newspaper'\nwhere I created my\nown newspaper.", "I enjoyed interviewing\ndifferent students and\nteachers and listening\nto heir opinions." ], [ "", "4", "D", "4", "D", "4", "", "Mindset", "Equipment", "working by myself\ninstead of a group.", "improving on\nresilience by trying to\nwork by myself more\noften.", "presenting in front of\nthe class.", "'Quest 7' where I\ndesigned a new\nQuest.", "we could pick what we\nwanted to do it on and\nknew a lot more stuff\nto write down." ] ], "row_count": 6, "col_count": 14 } ] }, { "case_id": 3929345, "title": "Home schooling numbers", "authority": "Department of Education, Sport and Culture", "date_received": "2024-06-19", "outcome": "Some information sent but not all held", "summary": "A request for 10 years of home schooling statistics and assessment details was partially fulfilled, with data provided for 2022-2024 and a link to Hansard for 2018-2022, while older records and specific proportions were withheld due to retention limits or lack of holding.", "key_facts": [ "Records for home schooling numbers prior to 2018 are not held due to a 6-year retention period.", "Data for 2018-2022 is available via a Tynwald Hansard link rather than direct provision.", "The Department does not hold data on the proportion of children home schooled or the reasons given for choosing it.", "The Home or Private Education Registration Form does not request reasons for choosing home schooling.", "Information on how home schooling environments are assessed is not held by the Department." ], "data_mentioned": [ "40", "38", "2018-2019", "2019-2020", "2020-2021", "2021-2022", "2022-2023", "2023-2024", "2024-06-19", "2024-07-10", "3929345" ], "exemptions_cited": [ "Section 20 of the Act (Information accessible to applicant by other means)", "Records not held or cannot be found after reasonable steps (Retention period)" ], "tables": [ { "headers": [ "School Year", "Number of Home Schooled Children" ], "rows": [ [ "2018-2019", "Information not held (Prior to 2018 records not retained)" ], [ "2019-2020", "Information not held (Prior to 2018 records not retained)" ], [ "2020-2021", "Information not held (Prior to 2018 records not retained)" ], [ "2021-2022", "Information accessible by other means (See S20 reference)" ], [ "2022-2023", "40" ], [ "2023-2024", "38" ] ], "row_count": 6, "col_count": 2 } ] }, { "case_id": 4005193, "title": "University Graduate Leaving Statistics", "authority": "Department of Education, Sport and Culture", "date_received": "2024-07-23", "outcome": "Some information sent but not all held", "summary": "The request sought statistics on higher education enrollment, graduation, and graduate emigration from the Isle of Man between 2018 and 2023. The Department of Education provided enrollment and graduation data for UCM but confirmed it does not hold information regarding the number of graduates who have left the island.", "key_facts": [ "The request covered the period from 01/09/2018 to 31/08/2023.", "Enrollment and graduation data provided is specific to the University of Cumbria (UCM) on the island.", "The authority does not collect data on the number of graduates who have left the island.", "Total enrollment figures include part-time students who may not graduate in the same year.", "The outcome was classified as 'Some information sent but not all held'.", "The response was issued on 23 August 2024." ], "data_mentioned": [ "2018-2019 Enrollment: 112", "2019-2020 Enrollment: 106", "2020-2021 Enrollment: 155", "2021-2022 Enrollment: 122", "2022-2023 Enrollment: 141", "2018-2019 Graduated: 61", "2019-2020 Graduated: 38", "2020-2021 Graduated: 56", "2021-2022 Graduated: 62", "2022-2023 Graduated: 65", "Case ID: 4005193", "Date received: 2024-07-23", "Outcome date: 2024-08-23" ], "exemptions_cited": [ "Information not held by the public authority" ], "tables": [ { "headers": [ "Year", "Total enrolled (Level 6&7)" ], "rows": [ [ "2018-2019", "112" ], [ "2019-2020", "106" ], [ "2020-2021", "155" ], [ "2021-2022", "122" ], [ "2022-2023", "141" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Year", "Graduated" ], "rows": [ [ "2018-2019", "61" ], [ "2019-2020", "38" ], [ "2020-2021", "56" ], [ "2021-2022", "62" ], [ "2022-2023", "65" ] ], "row_count": 5, "col_count": 2 } ] }, { "case_id": 4099666, "title": "Special Educational Needs numbers", "authority": "Department of Education, Sport and Culture", "date_received": "2024-09-04", "outcome": "All information sent", "summary": "A request was made for Special Educational Needs (SEN) pupil numbers at Isle of Man high schools from 2018 to the present, and the Department of Education, Sport and Culture disclosed the data for all four high schools.", "key_facts": [ "The response covers SEN registration data for QEII, Castle Rushen, St Ninians, Ballakermeen, and Ramsey Grammar schools.", "Data is provided annually from 2018 through 2024, with some schools including 2025 projections.", "St Ninians High School data is broken down by support levels including Additional Support, School Action, and Complex Level Need.", "Ramsey Grammar School figures explicitly exclude students with a 'Record of Concern'.", "The authority noted that student numbers fluctuate regularly due to ongoing assessments and reviews." ], "data_mentioned": [ "QEII 2024/25: 243", "Castle Rushen 2023/24: 213", "St Ninians 2024 Total: 183", "Ballakermeen July 2024: 342", "Ramsey Grammar 2024: 211", "Case ID: 4099666", "Date received: 2024-09-04", "Outcome date: 2024-09-26" ], "exemptions_cited": [], "tables": [ { "headers": [ "Year", "SEN students (ASP, CLN, AS)" ], "rows": [ [ "18/19 (10/09)", "146" ], [ "19/20 (09/09)", "175" ], [ "20/21 (14/09)", "180" ], [ "21/22 (13/09)", "201" ], [ "22/23 (12/09)", "207" ], [ "23/24 (11/09)", "213" ], [ "24/25", "243" ] ], "row_count": 7, "col_count": 2 }, { "headers": [ "", "September", "Additional\nSupport / School\nAction", "Additional\nSupport Plus /\nSchool Action\nPlus", "Higher /\nComplex\nLevel Need", "Higher /\nComplex Level\nNeed\n(Unit/SPC)" ], "rows": [ [ "", "2018", "104", "66", "26", "11" ], [ "", "2019", "134", "68", "31", "10" ], [ "", "2020", "116", "72", "40", "14" ], [ "", "2021", "118", "74", "39", "13" ], [ "", "2022", "110", "81", "43", "12" ], [ "", "2023", "89", "72", "32", "10" ], [ "", "2024", "108", "58", "52", "13" ] ], "row_count": 7, "col_count": 6 } ] }, { "case_id": 4105461, "title": "Unauthorised Absences from Schools", "authority": "Department of Education, Sport and Culture", "date_received": "2024-09-05", "outcome": "No information sent - all held but exempt", "summary": "A request for unauthorised school absence data since 2018 was partially fulfilled, with historical data deemed reasonably accessible via a Tynwald link, while specific 2023/24 statistics for primary and secondary schools were provided.", "key_facts": [ "The Department of Education, Sport and Culture cited Section 20 of the Act to withhold historical data available elsewhere.", "Primary school unauthorised absence rates for 2023/24 ranged from 0.01% to 5.5%, with an average of 1.1%.", "Secondary school data was provided broken down by year group for Ballakermeen, Castle Rushen, QEII, St Ninians, and Ramsey Grammar.", "Jurby Community Primary School recorded the highest unauthorised absence rate at 5.5%.", "Bunscoill Ghaelgagh recorded the lowest unauthorised absence rate at 0.01%." ], "data_mentioned": [ "2024-09-05", "2024-10-02", "2023/24", "0.67%", "5.5%", "0.01%", "1.1%", "185", "4105461", "Section 20" ], "exemptions_cited": [ "Section 20 of the Act (Information reasonably accessible)" ], "tables": [ { "headers": [ "2023/24", "", "", "" ], "rows": [ [ "", "Total % absence rate", "% Authorised", "% Unauthorised" ], [ "Year 7", "9.11", "8.93", ".18" ], [ "Year 8", "9.85", "8.27", "1.58" ], [ "Year 9", "13.06", "9.75", "3.31" ], [ "Year 10", "15.99", "10.09", "5.90" ], [ "Year 11", "18.08", "9.34", "8.74" ], [ "Year 12", "9.20", "6.18", "3.02" ], [ "Year 13", "6.38", "4.94", "1.44" ] ], "row_count": 8, "col_count": 4 }, { "headers": [ "", "2023/24", "", "" ], "rows": [ [ "", "Total %\nabsence\nrate", "%\nAuthorised", "%Unauthorised" ], [ "Year\n7", "10.4", "7.8", "1.2" ], [ "Year\n8", "12.2", "9", "2.5" ], [ "Year\n9", "15.1", "10.4", "3.7" ], [ "Year\n10", "16", "9.5", "3.8" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "", "Year 7", "Year 8", "Year 9", "Year 10", "Year 11", "Year\n12", "Year\n13", "All\nYears" ], "rows": [ [ "Total %\nAbsence\nRate", "8.48%", "11.12%", "13.56%", "14.47%", "14.27%", "6.5%", "9.29%", "11.59%" ], [ "Authorised", "6.76%", "8.04%", "9.41%", "9.89%", "8.48%", "5.70%", "7.68%", "8.25%" ], [ "Unauthorised", "1.72%", "3.08%", "4.14%", "4.57%", "5.80%", "0.80%", "1.60%", "3.35%" ] ], "row_count": 3, "col_count": 9 }, { "headers": [ "", "", "", "" ], "rows": [ [ "", "Total %\nabsence rate", "%\nAuthorised", "%Unauthorised" ], [ "Year 7", "9.6", "7.1", "2.4" ], [ "Year 8", "11", "6.6", "4.2" ], [ "Year 9", "12.7", "8.4", "4.3" ], [ "Year 10", "14.3", "7.0", "7.3" ], [ "Year 11", "10.5", "5.1", "5.5" ], [ "Year 12", "10.3", "3.6", "7.7" ], [ "Year 13", "11.7", "2.4", "8.0" ] ], "row_count": 8, "col_count": 4 } ] }, { "case_id": 4128793, "title": "BHS Suspensions", "authority": "Department of Education, Sport and Culture", "date_received": "2024-09-16", "outcome": "No information sent - all held but exempt", "summary": "A request was made for the number and reasons of 10-day student suspensions at Ballakermeen since a specific headteacher's appointment. The Department of Education disclosed data for the 2023/24 academic year but withheld information for 2022/23 and 2024/25 due to privacy exemptions.", "key_facts": [ "The request concerned straight 10-day suspensions at Ballakermeen school.", "Information for the 2023/24 academic year was released.", "Information for 2022/23 and 2024/25 was withheld as personal data.", "The Department cited Section 39 of the Freedom of Information Act 2015 as the exemption.", "The public interest test favored withholding data where fewer than or equal to five students were involved to prevent identification." ], "data_mentioned": [ "2022/23", "2024/25", "2023/24", "6 pupils", "10 day suspension", "16 September 2024", "11 October 2024", "4128793" ], "exemptions_cited": [ "Section 39 Qualified Exempt Personal Information", "Data Protection Act 2002 Section 8" ], "tables": [ { "headers": [ "Academic Year", "Number of Pupils with Straight 10-Day Suspension", "Reasons for Suspension" ], "rows": [ [ "2022/23 & 2024/25", "Exempt (Qualified Exempt Personal Information - S39)", "Not disclosed due to privacy concerns (identifiable if ≤5)" ], [ "2023/24", "6", "Verbal abuse/threatening behaviour towards another person; Physical assault towards another person" ] ], "row_count": 2, "col_count": 3 } ] }, { "case_id": 4133273, "title": "Secondary School Pupil Absence Data & Analysis", "authority": "Department of Education, Sport and Culture", "date_received": "2024-09-18", "outcome": "Some information sent but part exempt", "summary": "The request sought detailed secondary school pupil absence data for Years 7-11 across three academic years, including breakdowns by category and persistent absence rates. The Department of Education, Sport and Culture partially fulfilled the request by providing specific data for QEII High School and Approved Educational Activities for other schools, while citing Section 20 to withhold general attendance metrics already available via public links.", "key_facts": [ "The request covered pupil attendance data for Island Secondary schools for academic years 2021-22, 2022-23, and 2023-24.", "General attendance metrics for 2021-22 and 2022-23 were deemed reasonably accessible via a Tynwald Hansard link.", "General attendance metrics for 2023-24 were deemed reasonably accessible via a separate FOI case (4105461).", "Specific data was provided for QEII High School showing the number of pupils with less than 80% attendance per year group.", "Data on Approved Educational Activities was provided for Ballakermeen High School and Castle Rushen High School." ], "data_mentioned": [ "2021-22", "2022-23", "2023-24", "Years 7-11", "12", "23", "36", "30", "19", "14", "27", "20", "18", "15", "90", "239", "482", "187", "1202", "1065", "Section 20", "Case ID: 4105461", "Case ID: 4133273", "2024-09-18", "2024-10-15" ], "exemptions_cited": [ "Section 20 of the Act (Information already reasonably accessible)" ], "tables": [ { "headers": [ "2023-24", "Number of pupils with less than 80% attendance" ], "rows": [ [ "Year 7", "12" ], [ "Year 8", "23" ], [ "Year 9", "36" ], [ "Year 10", "30" ], [ "Year 11", "19" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "2022-23", "Number of pupils with less than 80% attendance" ], "rows": [ [ "Year 7", "14" ], [ "Year 8", "23" ], [ "Year 9", "27" ], [ "Year 10", "27" ], [ "Year 11", "14" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "2021-22", "Number of pupils with less than 80% attendance" ], "rows": [ [ "Year 7", "20" ], [ "Year 8", "18" ], [ "Year 9", "27" ], [ "Year 10", "19" ], [ "Year 11", "15" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "", "2021/2022", "2022/2023", "2023/2024" ], "rows": [ [ "Year 7", "90", "239", "482" ], [ "Year 8", "187", "1202", "1065" ], [ "Year 9", "203", "1333", "1348" ], [ "Year 10", "439", "1376", "1609" ], [ "Year 11", "837", "593", "827" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "", "2021/2022", "2022/2023", "2023/2024" ], "rows": [ [ "Year 7", "16", "19", "17" ], [ "Year 8", "47", "23", "29" ], [ "Year 9", "41", "38", "40" ], [ "Year 10", "38", "39", "46" ], [ "Year 11", "58", "31", "48" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "", "Number of students with 80% and under\nattendance for academic year stated", "", "" ], "rows": [ [ "Year Group", "21/22", "22/23", "23/24" ], [ "Y7", "13", "14", "15" ], [ "Y8", "23", "24", "21" ], [ "Y9", "21", "32", "31" ], [ "Y10", "27", "27", "40" ], [ "Y11", "13", "29", "23" ] ], "row_count": 6, "col_count": 4 }, { "headers": [ "", "Number of SNHS students\n<80% attendance", "", "" ], "rows": [ [ "", "21/22", "22/23", "23/24" ], [ "Year 7", "19", "16", "17" ], [ "Year 8", "38", "40", "33" ], [ "Year 9", "27", "45", "47" ], [ "Year 10", "58", "38", "55" ], [ "Year 11", "28", "55", "33" ], [ "Year 12", "14", "1", "7" ], [ "Year 13", "12", "10", "7" ] ], "row_count": 8, "col_count": 4 } ] }, { "case_id": 4139709, "title": "Breakdown of School Maintenance Issues and Faults", "authority": "Department of Education, Sport and Culture", "date_received": "2024-09-20", "outcome": "Some information sent but part exempt", "summary": "A request was made for a breakdown of maintenance issues and faults in secondary schools over the last three academic years, to which the Department of Education, Sport and Culture responded with partial disclosure of specific fault logs from St Ninian's Lower School.", "key_facts": [ "The request sought data on maintenance issues such as damaged doors and broken ceiling tiles for secondary schools.", "The authority provided information from the Concerto System or DOI Estates Shared Services helpdesk instead of a full three-year breakdown.", "The disclosed data specifically lists faults at St Ninian's Lower School (Site ES42).", "Reported issues include plumbing leaks, gas supply requests, electrical faults, and fire safety alarms.", "The response outcome was classified as 'Some information sent but part exempt'." ], "data_mentioned": [ "2024-09-20", "2024-11-14", "111 pages", "8 documents", "ES42", "7am", "7 trollies", "6 trollies", "132", "S308", "s108", "106", "p103", "Boiler 1", "4 times" ], "exemptions_cited": [], "tables": [ { "headers": [ "Site", "Short Title", "Description", "Classification 1", "Classification 2", "Classification 3" ], "rows": [ [ "ES42 ‐ St Ninian's Lower School :\nBlock G", "Cold Water Systems : Dosing Systems", "Disabled toilet in PE corridor is filling up", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Dosing Systems" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock C", "Gas Systems : Ventilation ‐ Interlockers", "Could the kitchen have a gas supply with fans to be available from\n7am Monday to Friday.", "Mechanical, Heating &\nPlumbing", "Gas Systems", "Ventilation ‐\nInterlockers" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Cold Water Systems : Water Meter", "HI CAN SOMEONE HAVE A LOOK IN OUR TEA ROOM PLEASE WE\nHAVE A LOOSE SEAL UNDER THE SINK THANKS.LEAKING", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Water Meter" ], [ "ES42 ‐ St Ninian's Lower School :\nPlaying Field", "Landscaping & Planting : Landscaping, Grass\ncutting or weeding", "hi would it be possible to cut all brenches that are coming through\nthe fences ,around the astro please,", "Grounds", "Landscaping & Planting", "Landscaping, Grass\ncutting or weeding" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Cold Water Systems : Distribution Pipework", "hi has any one turned the power off to the MEDEM please science\ndepartment reading supply fan and no cold water thanks", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Distribution Pipework" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock C", "Hot Water Systems : Temperature", "Main kitchen are saying the hot water is luke warm urgent.", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "Temperature" ], [ "ES42 - St Ninian's Lower School :\nGrounds & Car Park", "External Assets : External Asset Structures", "Could we please have our exam desks moved from lower school\nback to upper? 7 trollies approx", "Grounds", "External Assets", "External Asset\nStructures" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock F", "Cold Water Systems : Pumped System", "hi can someone have alook at toilet not flushing.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Pumped System" ], [ "ES42 ‐ St Ninian's Lower School :\nSports Courts", "Electrical Appliances : Appliance (non‐\nmedical)", "hand dryer thats came from the wall ive put it back on but there is\nno grid to it .i have taken power of .no hand dyrers in changing\nroom thanks,", "Electrical", "Electrical Appliances", "Appliance (non‐\nmedical)" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Cold Water Systems : System Leaking", "the eye‐wash tap in S308. Once the water is turned on in the lab\nthe eye‐wash tap comes on and won’t stop. It should only come on\nwhen the trigger is pulled.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "System Leaking" ], [ "ES42 ‐ St Ninian's Lower School :\nGrounds & Car Park", "Equipment : Specialist Equipment", "Please put a request in to have the exam trollies Deliverd from u/s\nto L/S if possible monday /tuesday next week.needed 6 trollies\nx22=132.many thanks", "Furniture, equipment & small\nfixtures", "Equipment", "Specialist Equipment" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Kitchens : Sinks & Wash handbasins", "low water temp in the mornings in the kitchen", "Kitchen and Sanitary Services", "Kitchens", "Sinks & Wash\nhandbasins" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Electrical Appliances : Appliance (non‐\nmedical)", "Cooker that needs swaping froms108 to 106 and unwired and\nwired in thanks.", "Electrical", "Electrical Appliances", "Appliance (non‐\nmedical)" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock E", "Fire Safety : Fire Detection & Alarm System", "fault with the fire panel saying stobe p103 fault.alarms sounding.", "Fire Protection", "Fire Safety", "Fire Detection & Alarm\nSystem" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Hot Water Systems : Temperature", "urgent i can not find an issue in the boiler room ,main kitchen has\nno hot water.please could you check trend .", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "Temperature" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock H", "Electrical Appliances : Appliance (non‐\nmedical)", "The refill tank for the pool keeps going into fault. It is there to\nensure fresh water is added to the circulation system throughout\nthe day but it keeps turning off. I reset it about 4 times yesterday\nand again this morning. It’s the tank that is in the service corridor\noutside the plant room.\nNot sure if it needs a plumber or an electrician.\nThanks", "Electrical", "Electrical Appliances", "Appliance (non‐\nmedical)" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Internal Doors : Fixtures & Fittings", "The lock is spinning and not looking the classroom doors\n(cookery room).", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Fixtures & Fittings" ] ], "row_count": 17, "col_count": 6 }, { "headers": [ "ES42 ‐ St Ninian's Lower School :\nBlock E", "Electrical Appliances : Appliance (non‐\nmedical)", "request into for the above hoist in SPC bathroom. A staff\nmember has just noticed that the wires above the remote are\nexposed (The plastic covering seems to have worn off somehow)", "Electrical", "Electrical Appliances", "Appliance (non‐\nmedical)" ], "rows": [ [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Heating Systems : Boilers", "there is an error on Boiler 1.", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Boilers" ], [ "ES42 ‐ St Ninian's Lower School :\nSports Courts", "Sports Fields and Equipment : Natural Sports\nFields", "apologies for the short notice.......\nWe have a Senior Football match at home on Thursday and I\nnoticed yesterday the line on the top pitch have faded. Could they\nbe re‐painted in time for Thursday afternoon?\nThanks,", "Grounds", "Sports Fields and\nEquipment", "Natural Sports Fields" ], [ "", "", "", "", "", "" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock G", "Internal Doors : Door", "bottom screws of the door panel are snapped. whole framing is\nloose on the toilet cubical.\nMiddle floor boys toilets.", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Door" ], [ "ES42 ‐ St Ninian's Lower School :\nGrounds & Car Park", "External Assets : External Asset Structures", "the string disconected on top of flag pole.", "Grounds", "External Assets", "External Asset\nStructures" ], [ "ES42 ‐ St Ninian's Lower School :\nGrounds & Car Park", "External Walls : Finish", "there are some grafiti behind MEA Building. needs to be painted\nover please possibly in dark colour.", "External Walls, Windows and\nDoors & Access", "External Walls", "Finish" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Hot Water Systems : Multipoint hot water\ndispenser", "Hydroboil not working", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "Multipoint hot water\ndispenser" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Internal Doors : Fixtures & Fittings", "lock on the door is jammed and keep spinning. the door itself\ndoesn't align against the frame correctly.", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock H", "Equipment : Specialist Equipment", "the hoist in the disabled bathroom at the bottom of the staircase\nat lower school isn't working. Is there any chance it can be looked\nat?", "Furniture, equipment & small\nfixtures", "Equipment", "Specialist Equipment" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock G", "Cold Water Systems : Dosing Systems", "the tap in disable toilet H229 has snapped.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Dosing Systems" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Electrical Appliances : Appliance (non‐\nmedical)", "The water heater in the science office is not heating the water to a\nsufficient temperature for making a hot drink. Can a plumber be\narranged to check it over and repair or replace it?", "Electrical", "Electrical Appliances", "Appliance (non‐\nmedical)" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Heating Systems : Boilers", "URGENT .\nthere was a fire alarm call out on Saturday and the gas boilers and\ngas wasn't reset properly. so the pressure unit is on low pressure\nand wont start the boiler.\nWe got no hot water or heating.", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Boilers" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Cold Water Systems : System Leaking", "COOKERY ROOM S106\nsink no 1 ‐ water is dripping from taps\nsink no 3 ‐ needs replacing as its cracked ( see attached picture)", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "System Leaking" ], [ "ES42 ‐ St Ninian's Lower School :\nPlaying Field", "Walkways : Kerbs ‐ Edgings ‐ Channels", "Could we have our salt bins refilled at lower school and upper\nschool please?", "Grounds", "Walkways", "Kerbs ‐ Edgings ‐\nChannels" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock C", "Ventilation and Air Conditioning : Air\nConditioning", "air con not been working and showing error on A/C panel in E303\nand LS Dance Studio", "Ventilation and Air\nConditioning", "Air Conditioning", "" ] ], "row_count": 15, "col_count": 6 }, { "headers": [ "ES42 ‐ St Ninian's Lower School :\nBlock H", "Cold Water Systems : Dosing Systems", "the sink in toilet HUB area H206 is hanging off the wall", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Dosing Systems" ], "rows": [ [ "ES42 ‐ St Ninian's Lower School :\nBlock B", "Internal Doors : Fixtures & Fittings", "there is about 5 of those door closures missing on corridor doors", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock B", "Internal Doors : Fixtures & Fittings", "door closure been vandalised and snapped off", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES42 - St Ninian's Lower School :\nBlock A", "18-57-01-06-ES42-102 Electrical Appliances :\nAppliance (non-medical)", "there is a broken oven in S106, could it please be switched with one\nfrom S108? there will be a label on the cooker to be moved and on\nthe broken one also.", "Electrical", "Electrical Appliances", "Appliance (non-\nmedical)" ], [ "ES42 - St Ninian's Lower School :\nBlock F", "01-06-ES42-101 Equipment : Specialist\nEquipment", "would it be possible to bring back 4 staging and the rest of the gear\nfrom upper school to lower school with the luton van.", "Furniture, equipment & small\nfixtures", "Equipment", "Specialist Equipment" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock G", "External Doors : Fixtures & Fittings", "the metal door handle snapped off from inside of the door.", "External Walls, Windows and\nDoors & Access", "External Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock H", "Fire Safety : Fire Detection & Alarm System", "hi i have a fault on the fire panel ,circuit strobb.down in the pool\narea.i know is off i have mention to g4s at 11.40.hope that is\nok.", "Fire Protection", "Fire Safety", "Fire Detection & Alarm\nSystem" ], [ "ES42 ‐ St Ninian's Lower School :\nSports Courts", "Internal Doors : Fixtures & Fittings", "hi we have a key broken in the lock if you have time to remove it\nplease", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock E", "Cold Water Systems : Dosing Systems", "middle toilet in ladies toilets is not flushing down at all.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Dosing Systems" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock H", "Cold Water Systems : Distribution Pipework", "hi i have a ladies staff toilet that want flush .and making a loud\nnoise [washer]", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Distribution Pipework" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock H", "Fire Safety : Fire Detection & Alarm System", "hi 2/3.weeks ago came out to fix sensor on roof we still have\nthe alarm going off occasionally.are they still waiting for a part .", "Fire Protection", "Fire Safety", "Fire Detection & Alarm\nSystem" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock H", "Equipment : Specialist Equipment", "hi would it be possible to take 4 staging to upper school.+drop back\nfrom lower school with the luton van needed for 12/13..next week\nplease .", "Furniture, equipment & small\nfixtures", "Equipment", "Specialist Equipment" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Heating Systems : Boilers", "hi i have... Boiler... a red light on saying press units.i dont seemed\nto have any showing on the boilers .We are losing temperature in\nthe pool..please check.", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Boilers" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock B", "Ventilation and Air Conditioning : Air\nHandling Unit", "hi there seemed to be a burning smell.throuh the vents in cookery\nrooms can some one have alook thanks.", "Ventilation and Air\nConditioning", "Air Handling Unit", "" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock H", "Heating Systems : Boilers", "URGENT.still no heating in the mornings .all school .coursing\ncondensation pool area.", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Boilers" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock E", "Cold Water Systems : System Leaking", "the kitchen sink is blocked\nthe waste pipes leaking on joints silicone is loose", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "System Leaking" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock H", "Heating Systems : Pumps", "HI I HAVE NO HEATING IN THE BUILDING PLEASE HELP.", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Pumps" ], [ "ES42 ‐ St Ninian's Lower School :\nPlaying Field", "Sports Fields and Equipment : Natural Sports\nFields", "p..e.have finish with Rugby post.thanks.", "Grounds", "Sports Fields and\nEquipment", "Natural Sports Fields" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock E", "Cold Water Systems : Distribution Pipework", "hi i have toilets that are not flushing.and some running water\ntaps.thanks.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Distribution Pipework" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Lighting Systems : Sensors", "the lights on the back stairs exit on S BLOCK stay on permanently.", "Electrical", "Lighting Systems", "Sensors" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Lighting Systems : Internal Fittings", "the 3rd ceiling light doesnt work even after replacing for a new\nlight bulb.", "Electrical", "Lighting Systems", "Internal Fittings" ] ], "row_count": 20, "col_count": 6 }, { "headers": [ "ES42 ‐ St Ninian's Lower School :\nBlock E", "Internal Doors : Fixtures & Fittings", "hi was wondering if you can help with fixing some locker\ndoors thats come off at UPPER.SCH. around 6 it would be a big help\nfor im in the middle of sorting out and may need\nmoving ? thanks ring if needed.", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Fixtures & Fittings" ], "rows": [ [ "ES42 ‐ St Ninian's Lower School :\nBlock H", "Cold Water Systems : Dosing Systems", "water is running down to toilet pan.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Dosing Systems" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock H", "Hot Water Systems : Distribution Pipework", "hi we have a broken pipe in a toilet manage to turn off hot water\nlocked door can some one have a look please.", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "Distribution Pipework" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock B", "Cold Water Systems : System Leaking", "hi we have aPUMP spraying leak in maths office which contains\nelectrical power supply urgent request please.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "System Leaking" ], [ "ES42 ‐ St Ninian's Lower School :\nSports Courts", "Cold Water Systems : Drinking Fountains", "hi we manage to get a water fountain if the plumbers can change\nover please", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Drinking Fountains" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Heating Systems : Pumps", "hi we have a red light on pump 3 red light is on auto could you\nplease check trend thanks", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Pumps" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock G", "Electrical Appliances : Appliance (non‐\nmedical)", "the dryer is not working properly. it doesn't heat up.", "Electrical", "Electrical Appliances", "Appliance (non‐\nmedical)" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock F", "Toilets and washing facilities : Sinks", "the sink in the toilet H203 is coming off the wall", "Kitchen and Sanitary Services", "Toilets and washing\nfacilities", "Sinks" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Hot Water Systems : Pumps", "Iput emergency concerto in regarding no hot water for the main\nkitchen 9.30 they arrived 12.30.there assessment was a new pump\nrequired .will this be ready for the start of school.thankyou for\nyour help with this matter.", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "Pumps" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock A", "Heating Systems : Temperature", "The pool temperatures\nThe temperature rises to around 34 degrees for the start of the\nfirst session but by midday it drops down to around 33 degrees and\nstruggles to get much above 33.5 by the end of the day.\n34 degrees is ideal for the types of students we have using the pool\nbut 33 degrees can start to feel a bit cool. Is there any chance\nsomeone can take a look at why there seems to be a dip from\nmidday. Ideally we need 34 degrees all day (8am – 4pm).", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Temperature" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock E", "Hot Water Systems : Temperature", "URGENT sorry there is no hot water in the main kitchen please can\nsome one check i have had a look .?", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "Temperature" ], [ "ES42 ‐ St Ninian's Lower School :\nPlaying Field", "Lighting Systems : External Fittings", "hi just a reminded could you please reset the 2 delays on the\nastro .flood lights thanks.", "Electrical", "Lighting Systems", "External Fittings" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock H", "Internal Doors : Fixtures & Fittings", "1.can't get the access to library\nthere is something stuck in the\n2. is working on fire exit doors in assembly hall.\n3. Door closer is ripped off on the fire door middle floor art\ncorridor.", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock E", "Hot Water Systems : Multipoint hot water\ndispenser", "hi can some one have alook at the zipper boiler up in myo\narea.leaking", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "Multipoint hot water\ndispenser" ] ], "row_count": 13, "col_count": 6 }, { "headers": [ "ES42 ‐ St Ninian's Lower School :\nPlaying Field", "Lighting Systems : External Fittings", "hi urgent please i have 5 flood lights out on the astro i have\nchecked trip box no sign .can you please send asap electrician to\ntake alook.thanks .", "Electrical", "Lighting Systems", "External Fittings" ], "rows": [ [ "ES42 ‐ St Ninian's Lower School :\nSports Courts", "Fences and Gates : Gates", "hi could i please have x3 / keys for locks.", "Grounds", "Fences and Gates", "Gates" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock E", "External Doors : Fixtures & Fittings", "hi i have a where they store music by kitchen can\nsomeone have a look .", "External Walls, Windows and\nDoors & Access", "External Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's Lower School :\nSports Courts", "Cold Water Systems : Drinking Fountains", "hi we have a drinking fountain needs attention.may be electrical\nissue sports corridor", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Drinking Fountains" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock E", "External Windows : Fixtures & Fittings", "hi can i please put a urgent request for stronger window handles\nasap..", "External Walls, Windows and\nDoors & Access", "External Windows", "Fixtures & Fittings" ], [ "ES42 - St Ninian's Lower School :\nBlock A", "External Doors : Finishes", "keys", "External Walls, Windows and\nDoors & Access", "External Doors", "Finishes" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock G", "Cold Water Systems : Drinking Fountains", "Water‐fountain in Sports Complex.\nthe compressor is making noise. and its not running properly.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Drinking Fountains" ], [ "ES42 ‐ St Ninian's Lower School :\nGrounds & Car Park", "01‐06‐ES42‐099 Roadways : Kerbs ‐ Edgings ‐\nChannels", "can we have 10 large ballards prevent cars parking on access areas.", "Grounds", "Roadways", "Kerbs ‐ Edgings ‐\nChannels" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock E", "01‐06‐ES42‐098 Internal Windows : Glazing", "would it be possible to have some kind of tinted covering to stop\nsun shinning in on the kitchen staff please.", "Internal Walls, Windows and\nDoors & Access", "Internal Windows", "Glazing" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock C", "Cold Water Systems : System Leaking", "hi in s203 we have a clay catcher which is leaking consent please\ncan you have a look thanks.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "System Leaking" ], [ "ES42 - St Ninian's Lower School :\nGrounds & Car Park", "01-06-ES41-124 Roadways : Lines - Markings", "hi this is for U/S.seemed to be having trouble with cars parking out\nside school mobiles where there is yellow markings can we please\nhave them high lighted please thanks .", "Grounds", "Roadways", "Lines - Markings" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock G", "Small fixtures : Wall mounted item", "Basketball board is coming off the wall.", "Furniture, equipment & small\nfixtures", "Small fixtures", "Wall mounted item" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock C", "Hot Water Systems : Multipoint hot water\ndispenser", "hi i have 2 zip boilers one in science not working one in our t room\nwater not coming out properly thanks.", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "Multipoint hot water\ndispenser" ], [ "ES42 ‐ St Ninian's Lower School :\nBlock H", "Ventilation and Air Conditioning : Air\nHandling Unit", "hi theres a issue with the air con unit in the server room in the\nfoyer.banging thumping.thanks.", "Ventilation and Air\nConditioning", "Air Handling Unit", "" ], [ "ES42 ‐ St Ninian's Lower School :\nSports Courts", "01‐06‐ES42‐097Internal Doors : Glazing", "hi i have 2 damage glass panels need repacing 1 sports area 1 cdt\nthanks", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Glazing" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : S Block ‐ Sports Hall & Drama", "Heating Systems : Controls", "primary pumpset in fault", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Controls" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : Car Park", "External Assets : External Asset Structures", "Job : Relocate a small wall safe\nFrom : Upper School Main Office\nTo : Upper School Exams Office", "Grounds", "External Assets", "External Asset\nStructures" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : S Block ‐ Sports Hall & Drama", "Heating Systems : Radiators", "Heating is on in my office for some reason. should be in summer\nmode\nhelp much appreciated", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Radiators" ], [ "ES41 - St Ninian's High School Upper\nSchool : S Block - Sports Hall &\nDrama", "01-06-ES41-136 Refuse (waste) : Litter\nremoval", "We have 5 old floor cleaners that could do with being disposed of.\n*recharge job.\nmay be worth looking at first", "Grounds", "Refuse (waste)", "Litter removal" ] ], "row_count": 18, "col_count": 6 }, { "headers": [ "ES41 ‐ St Ninian's High School Upper\nSchool : C Block ‐ Dining Block", "Cold Water Systems : System Leaking", "Drinking fountain leaking again unfortunately", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "System Leaking" ], "rows": [ [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Hot Water Systems : Distribution Pipework", "No Water coming from hot water taps", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "Distribution Pipework" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Hot Water Systems : Distribution Pipework", "We currently have no water at all coming from the taps in both the\nthe male and female staff toilets.\nAny help very much appreciated", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "Distribution Pipework" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : C Block ‐ Dining Block", "Internal Doors : Door", "Could we please have a revised for the toilets in the\nspecial needs unit. open to suggestions.", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Door" ], [ "", "", "", "", "", "" ], [ "ES41 - St Ninian's High School Upper\nSchool : Car Park", "External Assets : External Asset Structures", "", "Grounds", "External Assets", "External Asset\nStructures" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : S Block ‐ Sports Hall & Drama", "Heating Systems : Controls", "We may still be having Trend based issues as the heating is still on\nin certain areas of the school first thing in the morning.\nCan you check that the Post 16 Pump 2 Bray Hill Boiler Side is set to\nAuto and not Hand as it's still showing flow.", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Controls" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : S Block ‐ Sports Hall & Drama", "Heating Systems : Boilers", "having issues with boiler, showing red fault lights and sounds like a\nshunt pump is trying to click on (very loud)\npossible job", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Boilers" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Hot Water Systems : Distribution Pipework", "No water at all coming from hot water taps in ladies staff toilets.\nHelp much appreciated", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "Distribution Pipework" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : C Block ‐ Dining Block", "Flat Roofs : Structure", "See attached photo.\nRoof leaking in the office through tbe tiles in the special needs unit,\ncurrently had to put buckets on the work surface", "Roof", "Flat Roofs", "Structure" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : C Block ‐ Dining Block", "External Stores & Shelters : Store", "", "Grounds", "External Stores & Shelters", "Store" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Heating Systems : Controls", "Heating system is throwing out heat even though trend says it is in\nsummer mode", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Controls" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : C Block ‐ Dining Block", "Power & Communications Systems : Plugs,\nSwitches & Isolators", "Lift in Progress not working", "Electrical", "Power & Communications\nSystems", "Plugs, Switches &\nIsolators" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : B Block ‐ DT & Plant Rooms", "Internal Walls : Finish", "Girls toilets tiles have been pulled from the wall by the main court\nyard, see photo", "Internal Walls, Windows and\nDoors & Access", "Internal Walls", "Finish" ] ], "row_count": 13, "col_count": 6 }, { "headers": [ "ES41 - St Ninian's High School Upper\nSchool : A Block - Art Science & Sixth\nForm", "01-06-ES41-132 Lighting Systems : Wiring\nSystems", "Hi,\nThe light in KS4 office at my desk is out. Please could it be changed.\n(Head of year 11 office) 2 light units appear to be faulty and need to\nbe changed asap.\nthanks", "Electrical", "Lighting Systems", "Wiring Systems" ], "rows": [ [ "ES41 ‐ St Ninian's High School Upper\nSchool : P Block ‐ ITC & Progress Zone", "Heating Systems : Radiators", "Rusty and leaky radiator in the staff room has been reported. could\nit please be looked at", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Radiators" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Lighting Systems : Switches (incl. Pull\nswitches)", "teacher reporting lights not working in classroom and office next\ndoor", "Electrical", "Lighting Systems", "Switches (incl. Pull\nswitches)" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Internal Walls : Finish", "ceiling in 6TH form heads of year office leaking badly within a few\ninches of the electrical outlets for the room.", "Internal Walls, Windows and\nDoors & Access", "Internal Walls", "Finish" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : B Block ‐ DT & Plant Rooms", "Heating Systems : System Leaking", "Boiker room main court yard only a small leak fr pipe behind the\nblue vessel in picture", "Mechanical, Heating &\nPlumbing", "Heating Systems", "System Leaking" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : S Block ‐ Sports Hall & Drama", "Equipment : Specialist Equipment", "*Box Van Job for grounds* If possible on the 24th of april could\nwe please have 3 trolleys of exam desks taken from the upper\nschool sports hall to the lower school assembly hall and then\nreturned on the 25th? Thanks", "Furniture, equipment & small\nfixtures", "Equipment", "Specialist Equipment" ], [ "", "", "", "", "", "" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : Car Park", "Grounds : Grit or Salt Bins", "Can we have our nice shiny new salt bin filled with salt please?", "Grounds", "Grit or Salt Bins", "" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : S Block ‐ Sports Hall & Drama", "Heating Systems : Controls", "service yard boiler controls, shunt pump number 2, when left on\nauto keeps trying to click on but seems to be stuck.\nhave turned switch from auto to off to avoid any damage to pump\ntrying to turn on.\ngreen light switches off after pump clicks off... see picture.", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Controls" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : C Block ‐ Dining Block", "Cold Water Systems : System Leaking", "Drinking fountain in dining room is leaking quite badly, seems to be\na reoccurring issue.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "System Leaking" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Electrical Appliances : Appliance (non‐\nmedical)", "The Access lift from the sixth form area to upper ground floor has\nan overload alarm stuck on, as a result the lift doesn't work.", "Electrical", "Electrical Appliances", "Appliance (non‐\nmedical)" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : B Block ‐ DT & Plant Rooms", "Electrical Appliances : Appliance (non‐\nmedical)", "Hi,\nCan you request that the DOI electricians are booked to wire in the\nmetalwork lathe that was delivered today please.\nThe machine is in DT4.", "Electrical", "Electrical Appliances", "Appliance (non‐\nmedical)" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Internal Walls : Finish", "Y11 girls toilets tiles been puuled from wall, please see attached\nphoto", "Internal Walls, Windows and\nDoors & Access", "Internal Walls", "Finish" ] ], "row_count": 12, "col_count": 6 }, { "headers": [ "ES41 ‐ St Ninian's High School Upper\nSchool : S Block ‐ Sports Hall & Drama", "Lighting Systems : Switches (incl. Pull\nswitches)", "Faulty light switches outside site managers office", "Electrical", "Lighting Systems", "Switches (incl. Pull\nswitches)" ], "rows": [ [ "ES41 ‐ St Ninian's High School Upper\nSchool : C Block ‐ Dining Block", "Kitchens : Sinks & Wash handbasins", "Main canteen drinking fountain on the main floor is leaking.", "Kitchen and Sanitary Services", "Kitchens", "Sinks & Wash\nhandbasins" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : P Block ‐ ITC & Progress Zone", "Pitched Roofs : Structure", "Room S02 computers the teacher has reported a leak from the roof\nand drios are coming through, just next to the teachers desk at the\nfront directly above as you enter the room.", "Roof", "Pitched Roofs", "Structure" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : B Block ‐ DT & Plant Rooms", "Ventilation and Air Conditioning : Extract\nSystems", "*DT6* Extraction system in store cupboard not working. (food\nstorage)", "Ventilation and Air\nConditioning", "Extract Systems", "" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : S Block ‐ Sports Hall & Drama", "Hot Water Systems : System Leaking", "Caretakers tea room hot water tap leakin and want turn off.", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "System Leaking" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : C Block ‐ Dining Block", "Drainage : Foul Drainage System", "*Urgent due to location. Kitchen toilet drain blocked and flooding\narea outside kitchen. all things flushed end up in outside yard.\nSee attached picture.", "Grounds", "Drainage", "Foul Drainage System" ], [ "", "", "", "", "", "" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Heating Systems : Controls", "The keypad that controls the heater (based in the corner of the\nroom) is showing as an error once again, therefore, no heat in the\nHUB.\nCould you possibly request an engineer to pop out to fix it please?\nThanks,", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Controls" ], [ "", "", "", "", "", "" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Internal Doors : Door", "Hi\nThe door to the SPC classroom keeps sticking and not closing\nproperly. Please could you have a look at this for us?\nThanks,", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Door" ], [ "", "", "", "", "", "" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Internal Windows : Framing", "One of the windows in seems to have opened up a gap. Please\ncould someone take a look.\nThanks,\nSee photo", "Internal Walls, Windows and\nDoors & Access", "Internal Windows", "Framing" ], [ "", "", "", "", "", "" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "External Windows : Fixtures & Fittings", "", "External Walls, Windows and\nDoors & Access", "External Windows", "Fixtures & Fittings" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ] ], "row_count": 15, "col_count": 6 }, { "headers": [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Toilets and washing facilities : Toilets", "Staff ladies toileys at the front of the school first cubicle flusher\nbroke", "Kitchen and Sanitary Services", "Toilets and washing\nfacilities", "Toilets" ], "rows": [ [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Heating Systems : Temperature", "Staff in the main office reporting that the radiators are lukewarm\nand not hot. so room not being heated. surrounding rooms are\nworking alright boilers checked and working as normal.", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Temperature" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Kitchens : Sinks & Wash handbasins", "Main school officemedical room hot water tap is intermittent as of\nair is trappep on the pipes", "Kitchen and Sanitary Services", "Kitchens", "Sinks & Wash\nhandbasins" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : B Block ‐ DT & Plant Rooms", "Toilets and washing facilities : Sinks", "Blue corridor girls toilet, 3rd sink cold water tap want turn off", "Kitchen and Sanitary Services", "Toilets and washing\nfacilities", "Sinks" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Pitched Roofs : Rainwater Systems", "We have a fairly reasonable amount of water leaking into the back\ncorner of room . Could we\nget this looked at please?", "Roof", "Pitched Roofs", "Rainwater Systems" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Cold Water Systems : System Leaking", "Room issue!\nThe water stoptap is leaking from the valve itself in the cupboard\nbehind the door. Not too desperate right now but could get worse\nas tap is in constant use.\nIf someone could come take a look that would be great.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "System Leaking" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : Hard Courts", "Walkways : Surface ‐ Structure", "Our nice shiny new salt bin was never filled. could this be sorted\nplease?", "Grounds", "Walkways", "Surface ‐ Structure" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Toilets and washing facilities : Toilets", "Boystoilet in court yard a student has pulled the toilet hanle off,\nthe toilet os currently closed I will push the handle back in for the\nand its theend tpile on the left, the one with a missing door.\nSee photo", "Kitchen and Sanitary Services", "Toilets and washing\nfacilities", "Toilets" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Lighting Systems : Internal Fittings", "Enter the school gro foyer just before you go into the assemble\nhall through the double doors there is alight making a very loud\nnoise, I have removed the fitting which will be put on the main\nschool office, I have attached a photo of the fitting which is very\nold", "Electrical", "Lighting Systems", "Internal Fittings" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Cold Water Systems : System Leaking", "Science room 21 2nd sonk from the fron of tbe rood middle aisle\nthe kids have been turning the mixing tap and has now come loose\nand caused water to leak from is drenching the floor, I have\nisolated the tap.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "System Leaking" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : B Block ‐ DT & Plant Rooms", "Internal Doors : Door", "please can we have the inner door for the girls toilets removed\nplease. ( completed due to being on site 13/2/23)", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Door" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : B Block ‐ DT & Plant Rooms", "External Doors : Fixtures & Fittings", "can\nthis please be fixed ASAP as if the wind picks up this will create\nfurther damage, the whole closure requires replacing.", "External Walls, Windows and\nDoors & Access", "External Doors", "Fixtures & Fittings" ] ], "row_count": 11, "col_count": 6 }, { "headers": [ "ES41 ‐ St Ninian's High School Upper\nSchool : Mobile 1&2", "External Doors : Door Access System", "Mobile 1 and 2 new a new hanble has been fitten but the hanble is\nnow cintinually turning and the mobiles cant be accessed.", "", "External Walls, Windows and\nDoors & Access", "External Doors", "Door Access System" ], "rows": [ [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "External Doors : Fixtures & Fittings", "Outside double door next to pottery left hand door not attaching\nto the magnet at the top creating a big gap which then doesn't\nwork on the door access system.", "", "External Walls, Windows and\nDoors & Access", "External Doors", "Fixtures & Fittings" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : B Block ‐ DT & Plant Rooms", "Toilets and washing facilities : Toilets", "Boys toilet blue corridor 2nd toilet from the end not flushing", "", "Kitchen and Sanitary Services", "Toilets and washing\nfacilities", "Toilets" ], [ "ES41 - St Ninian's High School Upper\nSchool : B Block - DT & Plant Rooms", "01-06-ES41-127 Small fixtures : Ceiling\nmounted item", "Boys toiles ceiling tiles pulled down and exposed ventilation system,\nhas been on site to day. This is a school recharge.", "", "Furniture, equipment & small\nfixtures", "Small fixtures", "Ceiling mounted item" ], [ "", "", "", "", "", "", "" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Furniture : Damaged Furniture", "Room 26 science\nThere is four blinds in the room thall work on a remote control, the\none at at the back of the room know longer works, on the remote,\nI have spoke with who said if the joiner could look\nat it first, then maybe it could require a electrican after thatof\ncant fix it.\nThanks", "", "Furniture, equipment & small\nfixtures", "Furniture", "Damaged Furniture" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : B Block ‐ DT & Plant Rooms", "Electrical Appliances : Appliance (non‐\nmedical)", "please see email below from the head off CDT\nHi ,\nWould you be able to ask for an electrician to check in please.\nWe have some machines that are not currently working.", "", "Electrical", "Electrical Appliances", "Appliance (non‐\nmedical)" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "01‐06‐ES41‐129 Electrical Appliances :\nAppliance (non‐medical)", "Room 22 science fume cupboard at the front of the room tripping\nelectrics, please speak to science Technician when on site", "", "Electrical", "Electrical Appliances", "Appliance (non‐\nmedical)" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Internal Doors : Fixtures & Fittings", "Front of school cleaning cupboard on left just before you enter the\nassembly hall the door closure is broken, I have attempted to\ntighten it but has made diffence.", "", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Internal Doors : Door", "", "", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Door" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : Mobile 1&2", "Electrical Appliances : Appliance (non‐\nmedical)", "Mobile 2 electric heater not working\nThanks", "", "Electrical", "Electrical Appliances", "Appliance (non‐\nmedical)" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : S Block ‐ Sports Hall & Drama", "Furniture : Damaged Furniture", "Lockers : some broken lockers ‐ in need of assessment / repairs if\npossible", "", "Furniture, equipment & small\nfixtures", "Furniture", "Damaged Furniture" ] ], "row_count": 14, "col_count": 7 }, { "headers": [ "ES41 ‐ St Ninian's High School Upper\nSchool : S Block ‐ Sports Hall & Drama", "Internal Doors : Fixtures & Fittings", "Girls PE changing rooms two end toilets at far end, girls locked\nthem selves into the toilet on purpose and the teacher noticed\nwhen trying too get them out that there was missing the out side\nfacing manual release to gain entry, could the two please fix this.", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Fixtures & Fittings" ], "rows": [ [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Cold Water Systems : System Leaking", "Please see email velow from a teacher\nHi\nAs per our conversation the sink that serves the front row of\nbenches is leaking. It appears that the seal around the plug hole\nhas failed. I have turned the water off so it can be used.\nCan you arrange for this to be repaired?\nThanks", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "System Leaking" ], [ "ES41 - St Ninian's High School Upper\nSchool : A Block - Art Science & Sixth\nForm", "Internal Doors : Door Access System", "", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Door Access System" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Internal Doors : Fixtures & Fittings", "No access into Caretakers room, is currently on site and will\ntake a look at it has said.", "Internal Walls, Windows and\nDoors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : Mobile 1&2", "External Doors : Fixtures & Fittings", "Mobile outer door handle has completely sheared off, I have\nphoned and is aware.\nThanks", "External Walls, Windows and\nDoors & Access", "External Doors", "Fixtures & Fittings" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "ES41 ‐ St Ninian's High School Upper\nSchool : B Block ‐ DT & Plant Rooms", "Lighting Systems : Internal Fittings", "Boys toilet next to cookery blue corridor.\nX4 lights changed and dont work, they may go on but after a period\noff time go off again x 2 over the troth, x1 in 3rd cubicle, also the\none in the door way as you enter. Can you please let the guys know\nthat the bulbs left in are new and if they replace with a new LED\nfitting to please give me the bulbs back as I can use them else\nwere.\nAlso at some point would you be able to change all the lights in\nthe sports hall cupboards to LED and PE lower corridor by the\nchanging rooms, I know this will probably be a while and\nunderstand you're workload.\nThanks", "Electrical", "Lighting Systems", "Internal Fittings" ], "rows": [ [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Toilets and washing facilities : Toilets", "Boys toilet next to court yard, 2nd toilet in as you enter not\nflushing correctly", "Kitchen and Sanitary Services", "Toilets and washing\nfacilities", "Toilets" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : B Block ‐ DT & Plant Rooms", "Electrical Appliances : Appliance (non‐\nmedical)", "Please see email below from the\nHi\nElectricians were in DT4 installing the hanging sockets yesterday.\nToday, the machines in DT4 are not working. Can you request an\nelectrician to look into this please.\nRegards,", "Electrical", "Electrical Appliances", "Appliance (non‐\nmedical)" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : Playing Fields", "Landscaping & Planting : Landscaping, Safety\n& Security", "hello, would it be possible to remove the buddleia plant from\nbottom steps hazard to pupils as cars pass. ( rear of sports hall\nsteps)", "Grounds", "Landscaping & Planting", "Landscaping, Safety &\nSecurity" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Flat Roofs : Coverings", "has asked me to report a leak from the\nroof between computer studies and buisness studies. Work was\nbeing done on this in the summer so it maybe something that\nyou're possibly still working on. I have attached a photo also.\nThanks", "Roof", "Flat Roofs", "Coverings" ], [ "ES41 ‐ St Ninian's High School Upper\nSchool : A Block ‐ Art Science & Sixth\nForm", "Pitched Roofs : Coverings", "Computer Department room S02, water dripping through the\nmetal roof onto the carpet, I have attached two photo's", "Roof", "Pitched Roofs", "Coverings" ] ], "row_count": 7, "col_count": 6 }, { "headers": [ "OUT OF SCOPE" ], "rows": [ [ "" ], [ "OUT OF SCOPE" ], [ "" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "ES42 ‐ St Ninian's Lower\nSchool : Block H", "External Windows : Fixtures & Fittings", "can this please be fixed.", "External Walls, Windows\nand Doors & Access", "External Windows", "Fixtures & Fittings" ], "rows": [ [ "", "", "", "", "", "" ], [ "ES42 - St Ninian's Lower\nSchool : Block G", "01-06-ES42-094 Kitchens : Hydroboil\n& Chiller taps", "Caretakers-cleaners tea room wall mounted brewing vessel\nthe handle has snapped off and requires replacing please", "Kitchen and Sanitary\nServices", "Kitchens", "Hydroboil & Chiller taps" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Toilets and washing facilities : Sinks", "School medical room has a toilet in room H213 at the back\nof the room next to the school main office, the hot water\ntap continually stays on, had to isolate it by taking the\ncover off above the taps, put a black bag over it to stop it\nbeing used.", "Kitchen and Sanitary\nServices", "Toilets and washing\nfacilities", "Sinks" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block G", "Toilets and washing facilities : Sinks", "Disabled toilet top floor door number H310 tap has been\nsnapped off and requires replacing.", "Kitchen and Sanitary\nServices", "Toilets and washing\nfacilities", "Sinks" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block B", "External Doors : Door Access System", "", "External Walls, Windows\nand Doors & Access", "External Doors", "Door Access System" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block G", "Toilets and washing facilities : Toilets", "Disabled toilet lower corridor by the main school canteen\ntoilet not draining have tried to unblock it but still not\ndraining correct, toilet has been locked as it can't be used,\ncan this please be seen to ASAP please.", "Kitchen and Sanitary\nServices", "Toilets and washing\nfacilities", "Toilets" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block B", "Internal Doors : Door Access System", "Hi , can you please order X3 keys for Lower School", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Door Access System" ], [ "ES42 - St Ninian's Lower\nSchool : Block E", "01-06-ES41-092 External Doors : Door", "Internal door requires either new door or glazing panel\nto be fitted into the door.", "External Walls, Windows\nand Doors & Access", "External Doors", "Door" ], [ "ES42 - St Ninian's Lower\nSchool : Block E", "01-06-ES42-093 Kitchens : Worktops", "change room P103 into kitchen requiring worktop sink and\ncooker to be installed.", "Kitchen and Sanitary\nServices", "Kitchens", "Worktops" ], [ "ES42 ‐ St Ninian's Lower", "Kitchens : Sinks & Wash handbasins", "ROOM P103 Next to the lift Lower floor", "Kitchen and Sanitary", "Kitchens", "Sinks & Wash handbasins" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "External Doors : Door", "", "External Walls, Windows\nand Doors & Access", "External Doors", "Door" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Fire Safety : Fire Detection & Alarm\nSystem", "there are .\ncan we have them install please see the type on picture.", "Fire Protection", "Fire Safety", "Fire Detection & Alarm\nSystem" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Electrical Appliances : Appliance (non‐\nmedical)", "Please disconnect the School Bell in Progress Zone\nCorridor. Access via door P100 (lower ground floor).", "Electrical", "Electrical Appliances", "Appliance (non‐medical)" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block B", "Ventilation and Air Conditioning : Air\nConditioning", "the air conditioning is not working correctly in the\ncomputing rooms.\nthere is an error ‘Error: Push Menu Button’ (see image\nattached) on the control panel in Classroom L211.", "Ventilation and Air\nConditioning", "Air Conditioning", "" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block A", "Internal Doors : Door Access System", "FAO;\nCould we have some keys: x 3, x 3, x 1", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Door Access System" ] ], "row_count": 17, "col_count": 6 }, { "headers": [ "ES42 ‐ St Ninian's Lower\nSchool : Block H", "Electrical Appliances : Appliance (non‐\nmedical)", "special needs need to put a bubble machine in the end\nroom.they would like 2 sockets moved up.", "Electrical", "Electrical Appliances", "Appliance (non‐medical)" ], "rows": [ [ "ES42 ‐ St Ninian's Lower\nSchool : Block H", "Electrical Appliances : Appliance (non‐\nmedical)", "hi need to replace 2 hand dryers please +3 spurs sockets", "Electrical", "Electrical Appliances", "Appliance (non‐medical)" ], [ "ES42 - St Ninian's Lower\nSchool : Block E", "01-06-ES42-090 Internal Doors :\nFixtures & Fittings", "hi having a look at damage lockers thanks", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Internal Doors : Finishes", "hi doing handles in toilets now thanks.", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Finishes" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Pool Equipment : Features", "hi was looking into a cover for the pool to keep the\ntemperature at 32s in the mornings..also was looking\nat a leak in the plant room.", "Mechanical, Heating &\nPlumbing", "Pool Equipment", "Features" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block A", "Internal Doors : Finishes", "hi can you please have a look at handle, doors,\nlocks.windows,..also a leak has appeared s block mark\nrecons coming from o/s into classroom,", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Finishes" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block A", "Power & Communications Systems :\nWiring Systems", "Can the class change bells within LSU be silenced due to", "Electrical", "Power & Communications\nSystems", "Wiring Systems" ], [ "", "", "", "", "", "" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block H", "Pool Equipment : Pumps", "pump has just been put on .marks saying its leaking.plant\nroom", "Mechanical, Heating &\nPlumbing", "Pool Equipment", "Pumps" ], [ "ES42 - St Ninian's Lower\nSchool : Block E", "External Doors : Fixtures & Fittings", "just like to thank for fixing exit door.thanks.", "External Walls, Windows\nand Doors & Access", "External Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Playing Field", "Sports Fields and Equipment :\nSynthetic Sports Surfaces", "hi could and the gang help by swapping over 1 goal\nfrom the field to the astro please to replace damage one\nthanks.", "Grounds", "Sports Fields and\nEquipment", "Synthetic Sports Surfaces" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Pool Equipment : Pumps", "hi main trip has gone db9.alL pool area can someone\ntake a look cancelled pool", "Mechanical, Heating &\nPlumbing", "Pool Equipment", "Pumps" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block F", "Cold Water Systems : Distribution\nPipework", "Full checks on all toilet areas‐ flushes and washers", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Distribution Pipework" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block H", "Cold Water Systems : Distribution\nPipework", "hi i have a tall tap in special need that is spraying lots\nof water manage to close 1 can some one take alook\nthanks.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Distribution Pipework" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block B", "Heating Systems : Pumps", "hi i have a red light on panel saying heat pump number 3\nheat pump 3 turned of is this ok.", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Pumps" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block A", "Internal Doors : Fixtures & Fittings", "hi .requesterd x4 .keys for upper school.also for\nlower school can you order acoustic ceiling tiles please\nthanks.", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block C", "Cold Water Systems : Pumped System", "hi toilet not flusing.also making a noise .", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Pumped System" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Cold Water Systems : Pumped System", "music service toilets not flushing properly", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Pumped System" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block A", "Power & Communications Systems :\nPlugs, Switches & Isolators", "hi teacher has mentioned.that sockets keep\ntripping.can some one have alook", "Electrical", "Power & Communications\nSystems", "Plugs, Switches & Isolators" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Internal Windows : Fixtures & Fittings", "hi spoken to when you were off.\nwould like a window taken out from the dance studio on\nthe 21/2/23 asap to start work on a new genarator .please\nconfirm.", "Internal Walls, Windows\nand Doors & Access", "Internal Windows", "Fixtures & Fittings" ] ], "row_count": 19, "col_count": 6 }, { "headers": [ "ES42 ‐ St Ninian's Lower\nSchool : Sports Courts", "External Doors : Door", "i have a urgent request is on\nsite looking at it thanks.", "External Walls, Windows\nand Doors & Access", "External Doors", "Door" ], "rows": [ [ "ES42 ‐ St Ninian's Lower\nSchool : Block H", "Electrical Appliances : Appliance (non‐\nmedical)", "hi from the unit is asking can someone look at the\nbubble machine use by special needs thanks.", "Electrical", "Electrical Appliances", "Appliance (non‐medical)" ], [ "ES42 - St Ninian's Lower\nSchool : Grounds & Car\nPark", "Walkways : Surface - Structure", "hi is it possible to weed kill progress walk way asap\nplease.thankyou", "Grounds", "Walkways", "Surface - Structure" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Grounds & Car\nPark", "Grounds : Grit or Salt Bins", "NO SALT IN BINS.ANY CHANCE OF EXTRA BINS ALSO.", "Grounds", "Grit or Salt Bins", "" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block C", "Cold Water Systems : System Leaking", "hi i have a leak in s102 pool of water on floor .tried looking\npipes are dry.can someone check thanks.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "System Leaking" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block C", "Hot Water Systems : Multipoint hot\nwater dispenser", "hi hot water boiler in science office saying low\ntemperature.can someone have a look.also this one toilet\nkeeps blocking up.", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "Multipoint hot water\ndispenser" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Grounds & Car\nPark", "Grounds : Grit or Salt Bins", "HI COULD YOU PLEASE FILL UP GRIT BOXES PLEASE +ANY\nCHANCE 4 MORE THANKS.", "Grounds", "Grit or Salt Bins", "" ], [ "ES42 - St Ninian's Lower\nSchool : Block B", "01-06-ES42-088 Internal Doors :\nFixtures & Fittings", "hi i ordered New Keys .5 +5 .about 2 months ago any\nluck.\nNOTE FOR - there is a job on already which\nmay be referring to but this job was for 16 keys not\n10.", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES42 - St Ninian's Lower\nSchool : Block C", "Cold Water Systems : Drinking\nFountains", "hi can a drinking fountain be looked at handle broken\nthanks.lower floor.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Drinking Fountains" ], [ "ES42 - St Ninian's Lower\nSchool : Block H", "Cold Water Systems : System Leaking", "hi i have a few sinks needs attention also toilets.running\nwater +not flushing thanks.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "System Leaking" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block G", "Power & Communications Systems :\nTelephone Cabling", "hi we still have cables loose in special needs office.no\nphone thanks", "Electrical", "Power & Communications\nSystems", "Telephone Cabling" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Grounds & Car\nPark", "Playgrounds, Play Equipment,\nBenches : Playgrounds", "hi any thing you can do to take moss of the tennis courts\nbefore its gets out of hand..", "Grounds", "Playgrounds, Play\nEquipment, Benches", "Playgrounds" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block B", "01‐06‐ES42‐087 Internal Doors :\nFixtures & Fittings", "hi i have 10 toilet handles off may have some here\nurgent..while here 2 locks needs attention.also a bolt is\nloose in the sports hall.thanks.", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Grounds & Car\nPark", "External Walls : Structure &\nFoundations", "hi i have some large brick work that have come away needs\nattention thanks", "External Walls, Windows\nand Doors & Access", "External Walls", "Structure & Foundations" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block G", "Ceilings : Structure", "hi we have a drain in the prep room once in a while pour\nwater down stop the smelling this time its gone to the next\nfloor down there is a leak over by the sink area in s206.", "Ceilings", "Structure", "" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block F", "Heating Systems : Temperature", "hi ill send email temperature is raising in the hydro\npool. needed.", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Temperature" ] ], "row_count": 15, "col_count": 6 }, { "headers": [ "ES42 ‐ St Ninian's Lower\nSchool : Block A", "Internal Doors : Powered Door", "hi would it be possible to have a couple of cases of\nbreak glass for door acceses if it possible for plastic ones\nthanks .", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Powered Door" ], "rows": [ [ "ES42 ‐ St Ninian's Lower\nSchool : Sports Courts", "01‐06‐ES42‐086 Equipment :\nSpecialist Equipment", "hi is it possible for to staightened a p.e bar which he\nhas sucessfully done before thanks.", "Furniture, equipment &\nsmall fixtures", "Equipment", "Specialist Equipment" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block B", "Internal Doors : Fixtures & Fittings", "hi had alook at damage door and fixed it thanks.", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "External Doors : Fixtures & Fittings", "hi we have needs attention.thanks", "External Walls, Windows\nand Doors & Access", "External Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block C", "Hot Water Systems : Distribution\nPipework", "hi seems we have a slow runnig hot water tap in our wash\nroom.", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "Distribution Pipework" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block H", "External Doors : Door", "please check", "External Walls, Windows\nand Doors & Access", "External Doors", "Door" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Sports Courts", "External Doors : Fixtures & Fittings", "ask put a request for 3 locks to look at thanks.", "External Walls, Windows\nand Doors & Access", "External Doors", "Fixtures & Fittings" ], [ "", "", "", "", "", "" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Grounds & Car\nPark", "External Doors : Door", "hi j i have a faulty door that looks of line which\nis not connecting to the door contact..thanks.also where\nyou had alook at door. water is coming in.", "External Walls, Windows\nand Doors & Access", "External Doors", "Door" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Internal Doors : Door", "we have a door broken bar . had a look may need\nmore attention.kitchen area", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Door" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Power & Communications Systems :\nPower/Feeder Pillars", "hi there is 2 isolators in the main kitchen that needs\nattention very loose.", "Electrical", "Power & Communications\nSystems", "Power/Feeder Pillars" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block H", "Lifts & Hoists : Lifts", "please some how change the botton in the lift to a key for\nh/s. e.block thanks.", "Mechanical, Heating &\nPlumbing", "Lifts & Hoists", "Lifts" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block A", "Cold Water Systems : Distribution\nPipework", "hi we have high pressure from taps in science block.could\nwe have it turned down please.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Distribution Pipework" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Ceilings : Structure", "hi we have a leak in our store room. s had a quick\nlook.thanks", "Ceilings", "Structure", "" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block C", "Internal Doors : Fixtures & Fittings", "hi we have a sticky lock that needs attention S301.thanks.", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Internal Doors : Finishes", "hi can a joiner finish\n.ps just to give a number thanks.", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Finishes" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block C", "Electrical Appliances : Appliance (non‐\nmedical)", "hi can a electrician have a look at modem in l/s prep room .", "Electrical", "Electrical Appliances", "Appliance (non‐medical)" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "01‐06‐ES42‐085 Small fixtures : Wall\nmounted item", "hi could a joiner fix 3 damage lockers please.also 1 bolt.", "Furniture, equipment &\nsmall fixtures", "Small fixtures", "Wall mounted item" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block C", "Electrical Appliances : Appliance (non‐\nmedical)", "hi i have switch not working in s304 alsoin 305 plug unable\nto go into socket.", "Electrical", "Electrical Appliances", "Appliance (non‐medical)" ] ], "row_count": 18, "col_count": 6 }, { "headers": [ "ES42 ‐ St Ninian's Lower\nSchool : Block G", "Cold Water Systems : Dosing Systems", "couple of toilets not flushing also running water.+taps\nconstant running.", "", "", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Dosing Systems" ], "rows": [ [ "ES42 ‐ St Ninian's Lower\nSchool : Block H", "Fire Safety : Internal Means of Escape", "hi i have a fault on the panel saying srobe failed dance\nstudio.ive cancelled buzzer can you sort it thanks", "", "", "Fire Protection", "Fire Safety", "Internal Means of Escape" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Kitchens : Extract System, Canopy,\nCooker Hood", "extracter not working.this morning.main kitchen thanks.", "", "", "Kitchen and Sanitary\nServices", "Kitchens", "Extract System, Canopy,\nCooker Hood" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Grounds & Car\nPark", "Lighting Systems : External Fittings", "hi turned lights on this morning ive 3 wall lights out and\n1 street light.no rush thanks.", "", "", "Electrical", "Lighting Systems", "External Fittings" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block H", "External Windows : Glazing", "hi we have a cracked window.in the main hall.ive taped it\nup for time been thanks.", "", "", "External Walls, Windows\nand Doors & Access", "External Windows", "Glazing" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block C", "External Doors : Fixtures & Fittings", "hi i have a couple exit doors that needs attention. thanks‐\nSports hall area", "", "", "External Walls, Windows\nand Doors & Access", "External Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block A", "External Doors : Framing", "", "", "", "External Walls, Windows\nand Doors & Access", "External Doors", "Framing" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Grounds & Car\nPark", "01‐06‐ES42‐084 Rechargeable Works\n: Access Control, Locks & Keys", "please can i have some keys please. 4x .4x .4x\n.4x please", "", "", "Rechargeable Works", "Access Control, Locks &\nKeys", "" ], [ "", "", "", "", "", "", "", "" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Flat Roofs : Structure", "There is a section of ceiling that is letting in a significant\namount of water when it rains.", "", "", "Roof", "Flat Roofs", "Structure" ], [ "", "", "", "", "", "", "", "" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block H", "Lighting Systems : Internal Fittings", "There is a small light that needs attention in the student\ndetention area (red partition was in foyer area). The wires\nare showing.", "", "", "Electrical", "Lighting Systems", "Internal Fittings" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block A", "Cold Water Systems : Distribution\nPipework", "There is a tap in the Unit kitchen that is broken. The top\nsection has broken off. The tap still works but will need\nlooking at. Can you send a plumber to take a look. Thanks", "", "", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Distribution Pipework" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block G", "Cold Water Systems : Distribution\nPipework", "Hi, the Music Services Centre has a dipping tap in the ladies\nbathroom. Can a plumber come and take a look please\n**this job will need to be charged to the Music Services\nand not SNHS**", "", "", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Distribution Pipework" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block G", "External Doors : Door Access System", "The isn't\nworking.\nCan you arrange for to come\nand make good. Thanks", "", "", "External Walls, Windows\nand Doors & Access", "External Doors", "Door Access System" ] ], "row_count": 17, "col_count": 8 }, { "headers": [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Hot Water Systems : Temperature", "hi there is no hot water in main kitchen.treid my best .find\nfault.URGENT.", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "Temperature" ], "rows": [ [ "ES42 ‐ St Ninian's Lower\nSchool : Block A", "Pool Equipment : Heat Exchangers", "Hi, the pool water is getting very hot by the afternoon\nsessions. A thermometer reading at 2pm was 36.3 degrees.\nThe readings on the equipment in the plant room are 33\ndegrees and 35 degrees but the pool itself is reading much\nhigher. The are\nstruggling with that heat. Can adjustments be made so that\nthe maximum temperature of the water doesn't exceed 35.\nThanks", "Mechanical, Heating &\nPlumbing", "Pool Equipment", "Heat Exchangers" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Heating Systems : Controls", "hi not sure but i think a soilunoid is on thev way out boiler\nroom.", "Mechanical, Heating &\nPlumbing", "Heating Systems", "Controls" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block H", "Cold Water Systems : Distribution\nPipework", "Hi, The two taps in the small shower/toilet room in the\npool cubicle area need attention. The hot tap isn't running\nwhen pressed and cold water tap leaks from the top when\npressed.", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Distribution Pipework" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Ventilation and Air Conditioning : Air\nHandling Unit", "corroded above kitchen.", "Ventilation and Air\nConditioning", "Air Handling Unit", "" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block A", "Cold Water Systems : Distribution\nPipework", "Hi, The sinks in the pottery room are leaking. Can you send\na plumber to take a look please. Thanks", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "Distribution Pipework" ], [ "ES42 - St Ninian's Lower\nSchool : Block A", "Power & Communications Systems :\nPlugs, Switches & Isolators", "Hi, the has asked if additional\nelectrical sockets could be installed in the new office/medical\nroom. Thanks", "Electrical", "Power & Communications\nSystems", "Plugs, Switches &\nIsolators" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block H", "Security Systems : Access Control\nSystems", "Hi, there are several\nSome have no lights on at all. Can you\narrange for to take a look please.\nThe doors are:\n.\nThanks", "Electrical", "Security Systems", "Access Control Systems" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Toilets and washing facilities : Sinks", "no running hot water thanks .", "Kitchen and Sanitary\nServices", "Toilets and washing\nfacilities", "Sinks" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block A", "Cold Water Systems : System Leaking", "The sink in S205 (Sewing Room ‐ Middle floor Art) is\nleaking. It looks like the seal underneath has perished and\nneeds replacing..\nThe toilet flush in H206 by the hall also needs attention.\nThanks", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "System Leaking" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block H", "Internal Windows : Glazing", "a few cracks inside pane can feel cracks.inside main hall\nthanks", "Internal Walls, Windows\nand Doors & Access", "Internal Windows", "Glazing" ], [ "ES42 ‐ St Ninian's Lower\nSchool : Block E", "Electrical Appliances : Appliance (non‐\nmedical)", "water boiler keeps triping out.needed for monday\nthankyou.", "Electrical", "Electrical Appliances", "Appliance (non‐medical)" ] ], "row_count": 11, "col_count": 6 }, { "headers": [ "ES41 ‐ St Ninian's High\nSchool Upper School : B\nBlock ‐ DT & Plant Rooms", "Electrical Appliances : Appliance (non‐\nmedical)", "Please see email below from the\nHi\nElectricians were in DT4 installing the hanging sockets\nyesterday.\nToday, the machines in DT4 are not working. Can you\nrequest an electrician to look into this please.\nRegards,", "Electrical", "Electrical Appliances", "Appliance (non‐medical)" ], "rows": [ [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "ES41 ‐ St Ninian's High\nSchool Upper School :\nPlaying Fields", "Landscaping & Planting : Landscaping,\nSafety & Security", "hello, would it be possible to remove the buddleia plant\nfrom bottom steps hazard to pupils as cars pass. ( rear of\nsports hall steps)", "Grounds", "Landscaping & Planting", "Landscaping, Safety &\nSecurity" ], [ "ES41 ‐ St Ninian's High\nSchool Upper School : A\nBlock ‐ Art Science &\nSixth Form", "Flat Roofs : Coverings", "", "Roof", "Flat Roofs", "Coverings" ], [ "ES41 ‐ St Ninian's High\nSchool Upper School : A\nBlock ‐ Art Science &\nSixth Form", "Pitched Roofs : Coverings", "Computer Department room S02, water dripping through\nthe metal roof onto the carpet, I have attached two\nphoto's", "Roof", "Pitched Roofs", "Coverings" ], [ "ES41 ‐ St Ninian's High\nSchool Upper School : A\nBlock ‐ Art Science &\nSixth Form", "Internal Windows : Fixtures & Fittings", "Please see email below, managed to pull the will but can\nproperly close or lock.just checking who I should email\nabout site staff things?", "Internal Walls, Windows\nand Doors & Access", "Internal Windows", "Fixtures & Fittings" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "ES41 ‐ St Ninian's High\nSchool Upper School : A\nBlock ‐ Art Science &\nSixth Form", "Pitched Roofs : Structure", "Special needs unit office water coming in through the roof\nand down the smoke detector currently have two buckets\nunder it.", "Roof", "Pitched Roofs", "Structure" ] ], "row_count": 9, "col_count": 6 }, { "headers": [ "ES41 ‐ St Ninian's High\nSchool Upper School : A\nBlock ‐ Art Science &\nSixth Form", "Flat Roofs : Structure", "6th form area water is pouring down the wall inside and\ndown onto the computer work desks and into the wall\nheaters from the flat roof", "Roof", "Flat Roofs", "Structure" ], "rows": [ [ "ES41 ‐ St Ninian's High\nSchool Upper School : A\nBlock ‐ Art Science &\nSixth Form", "Lighting Systems : Sensors", "Lighting too bright Room 11.", "Electrical", "Lighting Systems", "Sensors" ], [ "ES41 ‐ St Ninian's High\nSchool Upper School : A\nBlock ‐ Art Science &\nSixth Form", "Internal Doors : Door", "Boys toilets blue corridor by CDT x2 cubicles have had\ndoors missing for some time and x1 cubicle door in the\ngirls on the same corridor. these are currently stored in the\ncleaning cupboard by the rear exit by CDT. There is also x1\ncubicle door missing in the boys toilet on the green\ncorridor, the door is stored in the toilet in the cleaning\ncupboard.\nIf I remember correct it was mentioned that they don't\nhave the brackets to fix them, is it possible for something\nto be sorted out please as having four toilets out of use is\nquite a lot.", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Door" ], [ "ES41 ‐ St Ninian's High\nSchool Upper School : A\nBlock ‐ Art Science &\nSixth Form", "Toilets and washing facilities : Toilets", "Boys toilet next to cookery room blue corridor second\ntoilet on the left toilet flush not working.\nAlso I reported last Friday there is water on the floor in the\nboiler room in the main court yard", "Kitchen and Sanitary\nServices", "Toilets and washing\nfacilities", "Toilets" ], [ "ES41 ‐ St Ninian's High\nSchool Upper School : A\nBlock ‐ Art Science &\nSixth Form", "Internal Doors : Door", "We please require the following new keys:", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Door" ], [ "", "", "", "", "", "" ], [ "", "", "", "", "", "" ], [ "ES41 ‐ St Ninian's High\nSchool Upper School : P\nBlock ‐ ITC & Progress\nZone", "Electrical Appliances : Appliance (non‐\nmedical)", "I have copied and pasted the email below for 6th form staff\noffice:\nHi\nPlease can the extractor fan in the Sixth Form office be\nturned off? Now that we know that the leaking ceiling is\nthe rain and not condensation it isn’t doing anything apart\nfrom making an annoying noise.\nThanks", "Electrical", "Electrical Appliances", "Appliance (non‐medical)" ], [ "", "", "", "", "", "" ] ], "row_count": 8, "col_count": 6 }, { "headers": [ "ES41 ‐ St Ninian's High\nSchool Upper School : S\nBlock ‐ Sports Hall &\nDrama", "Sports Fields and Equipment : Natural\nSports Fields", "Would it please be possible to have help from two off the\nGround Staff on the following dates to help with the exam\ndue to staff shortage?\nWednesday 11th October first thing in the morning.\nThursday 12th October at 13.00hrs\nMonday 16th October first thing in the morning.\nTuesday 17th at 13.00hrs", "", "", "s\nGrounds", "Sports Fields and\nEquipment", "Natural Sports Fields" ], "rows": [ [ "ES41 ‐ St Ninian's High\nSchool Upper School : B\nBlock ‐ DT & Plant Rooms", "Internal Doors : Framing", "", "", "", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Framing" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "ES41 ‐ St Ninian's High\nSchool Upper School : C\nBlock ‐ Dining Block", "External Windows : Fixtures & Fittings", "", "", "", "External Walls, Windows\nand Doors & Access", "External Windows", "Fixtures & Fittings" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "ES41 ‐ St Ninian's High\nSchool Upper School : B\nBlock ‐ DT & Plant Rooms", "Toilets and washing facilities : Toilets", "1. Boys toilets next to CDT block and cookery room the\nsecond toilet on the left the water is only trickles in IE doe\nnot flush correct.\n2. Also the Special needs unit Disabled toilet is loose and\nrequires fixing back to the ground.", "", "", "s\nKitchen and Sanitary\nServices", "Toilets and washing\nfacilities", "Toilets" ], [ "ES41 ‐ St Ninian's High\nSchool Upper School : A\nBlock ‐ Art Science &\nSixth Form", "Power & Communications Systems :\nPower/Feeder Pillars", "", "", "", "Electrical", "Power & Communications\nSystems", "Power/Feeder Pillars" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "" ] ], "row_count": 16, "col_count": 8 }, { "headers": [ "ES42 ‐ St Ninian's\nLower School : Block\nA", "Ventilation and Air\nConditioning : Air Handling\nUnit", "The has asked if the temperature in the science\nchemical store can be looked at. The temperature should be about 19\ndegrees but more importantly there doesn't seem to be sufficient air\nflow from the AHU to reduce the temperature and remove chemical\nsmells. The store has an inlet but no extraction. The inlet hardly feels like\nany air is coming through at all. Can you check the settings on the Trend\nsystem or maybe have an engineer pop in and take a look please.\nThanks.", "", "", "", "", "", "", "Ventilation and Air\nConditioning", "Air Handling Unit", "" ], "rows": [ [ "ES42 ‐ St Ninian's\nLower School : Block\nH", "Internal Doors : Fixtures &\nFittings", "broken toilet door handles", "", "", "", "", "", "", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nA", "Power & Communications\nSystems : Plugs, Switches &\nIsolators", "The has noted that several of the power sockets in the\nscience labs are blocked and not working. The labs in question are ,\n. They have marked the sockets with a blue cross.", "", "", "", "", "", "", "Electrical", "Power &\nCommunications\nSystems", "Plugs, Switches & Isolators" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nH", "Cold Water Systems : System\nLeaking", "The disabled toilet on the top floor won't flush.", "", "", "", "", "", "", "Mechanical, Heating &\nPlumbing", "Cold Water Systems", "System Leaking" ], [ "ES42 - St Ninian's\nLower School :\nBlock H", "Lighting Systems : Emergency\nLighting", "Monthly report of emergency lighting - 117 out of 580 luminaires require\nattention. A copy of the lighting report has been filed on site.", "", "", "", "", "", "", "Electrical", "Lighting Systems", "Emergency Lighting" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nH", "Internal Doors : Fixtures &\nFittings", "The door closer in corridor entry is broken and will need replacing.\nThere are approximately 3 more closers that need attention or for spare\nparts to be provided for us to fix them.", "", "", "", "", "", "", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nH", "Internal Doors : Door", "**This job is for the Music Services Centre based at Bemahague school\nand needs to be charged to them**.", "", "", "", "", "", "", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Door" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "Thanks.", "", "", "", "" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nH", "Equipment : Specialist\nEquipment F52688", "Basketball goals", "", "", "", "", "", "", "Furniture, equipment &\nsmall fixtures", "Equipment", "Specialist Equipment" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nC", "Lighting Systems : Internal\nFittings", "Light are dimming unexpectedly", "", "", "", "", "", "", "Electrical", "Lighting Systems", "Internal Fittings" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nH", "F52472‐Electrical", "could you please change a damage double socket thanks", "", "", "", "", "", "", "Electrical", "Power &\nCommunications\nSystems", "Plugs, Switches & Isolators" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nH", "Internal Doors : Fixtures &\nFittings", "F52471‐Joinery\nhi has manage to fix 2 x damage locks thanks .", "", "", "", "", "", "", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nA", "F51955 Electrical", "", "", "", "", "", "", "", "External Walls, Windows\nand Doors & Access", "External Doors", "Door Access System" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "", "", "", "", "" ], [ "", "", "", "Can you arrange for", "", "to attend site please.", "", "", "", "", "", "" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nA", "F51287 Plumbing", "Two push taps in Cookery room S108 at the front don't turn off\ncompletely and stick on. Can a plumber come and take a look please.\nThanks.", "", "", "", "", "", "", "Kitchen and Sanitary\nServices", "Kitchens", "Sinks & Wash handbasins" ] ], "row_count": 19, "col_count": 12 }, { "headers": [ "ES42 ‐ St Ninian's\nLower School : Block\nA", "F51141 Electrical", "The internal fire exit sign above door H207 is beeping intermittently and\nthe light keeps going out. Not sure if a battery needs changing. Can you\narrange for an engineer to take a look please.", "Fire Protection", "Fire Safety", "Fire Detection & Alarm\nSystem" ], "rows": [ [ "ES42 ‐ St Ninian's\nLower School : Block\nA", "F50997 Joinery", "hi just to let you aware ..if got spare\ntime to look at", "Internal Walls, Windows\nand Doors & Access", "Internal Doors", "Fixtures & Fittings" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nA", "F50987 Building", "Two tiles have been broken (and removed) from the exit to the rear boys\nchanging room. We have spare replacement tiles on site that can be used\nto make the repairs.", "Internal Walls, Windows\nand Doors & Access", "Internal Walls", "Finish" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nA", "Sports Fields and Equipment :\nSynthetic Sports Surfaces", "Hi, any chance one/two of the grounds staff could help move the goals\nfrom the astro pitch tomorrow afternoon (Wednesday 27th) please. I\nhave several staff who are going to help but might need a couple of extra\npeople. Should only take half and hour or less. Anytime after 1:30pm is\ngood. Can you give me a call to confirm on", "Grounds", "Sports Fields and\nEquipment", "Synthetic Sports Surfaces" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nA", "Sports Fields and Equipment :\nSynthetic Sports Surfaces", "Hi, we have a set of large football goals on the astro pitch which are\nlooking a bit lopsided. The vertical posts are splayed out. I was hoping\none of the grounds staff would be able to take a look and see if they can\nmake any repairs. We have tried tightening everything up as best we can\nand the goals are a little better but thought one of the grounds team\nmay have a bit of experience with dealing with the goals. It may need\nnew parts or replacing completely but before we do anything we were\nhoping for a second opinion. Any help would be very much appreciated.", "Grounds", "Sports Fields and\nEquipment", "Synthetic Sports Surfaces" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nA", "F49329 Category 3 work (Cat\nD)", "keys ‐ is it possible to order 5x 5x .asap 2 .\n01‐06‐ES42‐082", "Rechargeable Works", "Installation, Alteration,\nReplacement", "" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nA", "F48437 Electrical", "There is a fault on the fire alarm system for area ,", "Fire Protection", "Fire Safety", "Fire Detection & Alarm\nSystem" ], [ "", "", "", "", "", "" ], [ "ES42 ‐ St Ninian's\nLower School : Block\nA", "F48464 Plumbing", "The middle floor disabled toilet by the student toilets isn't flushing. Can\nyou arrange for a plumber to come and take a look please.", "Kitchen and Sanitary\nServices", "Toilets and washing\nfacilities", "Toilets" ], [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : Car Park", "Equipment : Vehicle", "Looking for assistance from groundsman to help with clearing out\nfurniture and library books from one of the mobile classrooms, some of\nthe library books my be going over to lower school.\nAnd is there any chance of having weed killer sprayed round the\nperimeter of the school.", "Furniture, equipment &\nsmall fixtures", "Equipment", "Vehicle" ], [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : A Block ‐\nArt Science & Sixth\nForm", "Electrical Appliances :\nAppliance (non‐medical)", "Girls toilet next to Caretakers Tea room fuse cover for hand dryer needs\nreplacing as seems to have been smashed,", "Electrical", "Electrical Appliances", "Appliance (non‐medical)" ] ], "row_count": 10, "col_count": 6 }, { "headers": [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : A Block ‐\nArt Science & Sixth\nForm", "Toilets and washing facilities :\nCubicle Fixtures", "Girls’ toilets next to the Courtyard the dividing toilet screen has been\nbroken and requires a joiner to fix. It is located on the far right when\nentering and is the end cubicle.", "Kitchen and Sanitary\nServices", "Toilets and washing\nfacilities", "Cubicle Fixtures" ], "rows": [ [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : A Block ‐\nArt Science & Sixth\nForm", "Hot Water Systems : Tanks‐\nStorage", "Pressure Relief Valve letting by passing water. At Courtyard Boiler room.\n(Kitchen Tank).", "Mechanical, Heating &\nPlumbing", "Hot Water Systems", "Tanks‐ Storage" ], [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : A Block ‐\nArt Science & Sixth\nForm", "Internal Windows : Fixtures &\nFittings", "Can window restrictors be fitted to the . as students have\nbrocked the lock and .", "Internal Walls, Windows\nand Doors & Access", "Internal Windows", "Fixtures & Fittings" ], [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : A Block ‐\nArt Science & Sixth\nForm", "Toilets and washing facilities :\nSinks", "The main school kitchen tap dripping heavily, it's the big sink on the left\nwhen you enter to back preparation area.", "Kitchen and Sanitary\nServices", "Toilets and washing\nfacilities", "Sinks" ], [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : A Block ‐\nArt Science & Sixth\nForm", "External Windows : Framing", "Science Lab room 20 Sash window hinge system not working correctly\ndanger of sash falling in on students. have locked of sash window and\nremoved the handle so can not be used. sash requires fixing.", "External Walls, Windows\nand Doors & Access", "External Windows", "Framing" ], [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : A Block ‐\nArt Science & Sixth\nForm", "Lighting Systems : Sensors", "Room 25 (dry prep room): Lights go off very quickly after being turned\non. Also emergency light is constantly on. Also in the Prep room\nelectrical wiring hanging out of the ceiling.", "Electrical", "Lighting Systems", "Sensors" ], [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : A Block ‐\nArt Science & Sixth\nForm", "Lifts & Hoists : Lifts", "Disabled lift is not working. Power is ok but lift not functioning in the\nProgress Unit.\nusually services.", "Mechanical, Heating &\nPlumbing", "Lifts & Hoists", "Lifts" ], [ "", "", "", "", "", "" ], [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : Mobile 1&2", "Staircases : Structure", "Timber flooring is loose and lifting there is a lot of spring movement in\nthe floor and students have been seen jumping on that area, could do\nwith more under‐floor support framing to stop this.\nalso, a number of balustrades are missing/loose/or just not attached in\nareas.", "Floors and Stairs", "Staircases", "Structure" ] ], "row_count": 8, "col_count": 6 }, { "headers": [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : P Block ‐ ITC\n& Progress Zone", "Toilets and washing facilities :\nSinks", "The sixth form kitchen sink tap head is just spinning and not actually\nturning on.", "Kitchen and Sanitary\nServices", "Toilets and washing\nfacilities", "Sinks" ], "rows": [ [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : B Block ‐ DT\n& Plant Rooms", "Power & Communications\nSystems : Mains Incomer\n(Switchboard)", "DT6 food room electrics keep tripping", "Electrical", "Power &\nCommunications\nSystems", "Mains Incomer\n(Switchboard)" ], [ "High School Upper", "Temperature", "change, boiler no3 had a red light on I've reset and still no change.", "Plumbing", "Hot Water Systems", "Temperature" ], [ "High School Upper", "System", "off.", "and Doors & Access", "Internal Doors", "Door Access System" ], [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : A Block ‐\nArt Science & Sixth\nForm", "Toilets and washing facilities :\nToilets", "Disabled toilet next to Progress Unit the toilet handle is about to snap\noff.", "Kitchen and Sanitary\nServices", "Toilets and washing\nfacilities", "Toilets" ], [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : A Block ‐\nArt Science & Sixth\nForm", "Toilets and washing facilities :\nToilets", "Disabled toilet in the leaking over the floor, looks\nlike it maybe coming from the water pipe on the right from the Cistern.", "Kitchen and Sanitary\nServices", "Toilets and washing\nfacilities", "Toilets" ], [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : P Block ‐ ITC\n& Progress Zone", "Kitchens : Sinks & Wash\nhandbasins", "6th form middle staff kitchen tap constantly dripping.", "Kitchen and Sanitary\nServices", "Kitchens", "Sinks & Wash handbasins" ], [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : A Block ‐\nArt Science & Sixth\nForm", "Toilets and washing facilities :\nSinks", "Front of school opposite main school office cleaning cupboard water\ncomes in then turns to a trickle ( hot water)\nAlso Gents toilets next to Caretakers office hot water tap no pressure.", "Kitchen and Sanitary\nServices", "Toilets and washing\nfacilities", "Sinks" ], [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : P Block ‐ ITC\n& Progress Zone", "Plumbing‐F52575", "6th form study area kitchen middle sink dripping.", "Kitchen and Sanitary\nServices", "Toilets and washing\nfacilities", "Sinks" ], [ "ES41 ‐ St Ninian's\nHigh School Upper\nSchool : C Block ‐\nDining Block", "Lighting Systems : Internal\nFittings", "Main kitchen preparation area set of lights have gone out, bulbs have\nbeen replaced with new and I have checked that nothing has tripped but\nthe lights are still out.", "Electrical", "Lighting Systems", "Internal Fittings" ] ], "row_count": 9, "col_count": 6 } ] }, { "case_id": 4146613, "title": "Gifts", "authority": "Department of Education, Sport and Culture", "date_received": "2024-09-24", "outcome": "Some information sent but part exempt", "summary": "The requester sought policies, training materials, and records of gifts declared by teachers from students and families for the 2021/22 to 2023/24 financial years. The Department of Education, Sport and Culture provided a partial response including a specific register of accepted gifts and a conflict of interest procedure document, while noting that some information was exempt.", "key_facts": [ "The request covered policies, manuals, training materials, and gift declaration records for teachers.", "The outcome was 'Some information sent but part exempt'.", "A register of gifts and rewards was disclosed, listing items accepted by various schools.", "The disclosed policy document is titled 'PSG Division Declarations of Conflict of Interests and Gifts/Rewards V1.0 March 2023'.", "Gifts listed include vouchers, wine, chocolate, and an office chair, with values ranging from £23 to £169." ], "data_mentioned": [ "2024-09-24", "2024-10-21", "2021/22", "2022/23", "2023/24", "19 pages", "4 documents", "£50.00", "£23", "£55", "£35 - 40", "£120", "£40", "£30", "£25", "£45", "£100", "£169", "01/07/2022", "19/07/2022", "21/07/2022", "22/07/2022", "18/07/2022", "06/09/2022", "12/12/2022", "21/12/2022", "22/12/2022", "14/12/2022", "March 2023" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "<> Register of Gifts & Rewards", "", "", "", "" ], "rows": [ [ "Area/Division", "Date of Offer", "Description of Offer", "Est./actual value of offer\n£", "Details of contracts, commercial\ninterests or potential conflicts of\ninterests.", "Action taken i.e. Accepted\n/ Refused / Returned" ], [ "Ballasalla School", "01/07/2022", "Voucher", "£50.00", "None", "Accepted" ], [ "Ballasalla School", "01/07/2022", "Voucher", "£50.00", "None", "Accepted" ], [ "Ballacottier School", "19/07/2022", "Vouchers", "£23 and £55", "Teacher / Parents", "Accepted" ], [ "Ballacottier School", "21/07/2022", "Vouchers", "£23 and £55", "Teacher / Parents", "Accepted" ], [ "Ballacottier School", "21/07/2022", "A gift bag from M&S", "Estimated value £35 - 40", "Teacher / Parent", "Accepted" ], [ "Cronk y Berry School", "18/07/2022", "Voucher, wine, chocolate", "£120", "", "Accepted" ], [ "Cronk y Berry School", "22/07/2022", "Voucher", "£50", "", "Accepted" ], [ "Cronk y Berry School", "22/07/2022", "Voucher", "£40", "", "Accepted" ], [ "Cronk y Berry School", "22/07/2022", "Voucher", "£30", "", "Accepted" ], [ "Cronk y Berry School", "22/07/2022", "Voucher", "£25", "", "Accepted" ], [ "Cronk y Berry School", "22/07/2022", "Voucher", "£45", "", "Accepted" ], [ "Cronk y Berry School", "22/07/2022", "Voucher", "£25", "", "Accepted" ], [ "Cronk y Berry School", "22/07/2022", "Voucher", "£25", "", "Accepted" ], [ "Cronk y Berry School", "22/07/2022", "Voucher", "£25", "", "Accepted" ], [ "Cronk y Berry School", "06/09/2022", "Offfice Chair", "£50", "", "Accepted" ], [ "Cronk y Berry School", "12/12/2022", "Voucher", "£50", "", "Accepted" ], [ "Cronk y Berry School", "21/12/2022", "Voucher", "£30", "", "Accepted" ], [ "Scoil Vallajeelt", "22/12/2022", "Voucher", "£100", "", "Accepted" ], [ "Scoil Vallajeelt", "20/07/2022", "Voucher", "£100", "", "Accepted" ], [ "Scoil Vallajeelt", "20/07/2022", "Voucher", "£100", "", "Accepted" ], [ "Scoil Vallajeelt", "21/07/2022", "Voucher", "£40", "", "Accepted" ], [ "Scoil Vallajeelt", "22/07/2022", "Voucher", "£169", "", "Accepted" ], [ "Scoil Vallajeelt", "22/07/2022", "Voucher", "£169", "", "Accepted" ], [ "Onchan School", "14/12/2022", "Voucher", "£45", "", "Accepted" ] ], "row_count": 25, "col_count": 6 }, { "headers": [ "", "", "" ], "rows": [ [ "", "A.2.2 All officers must ensure that they do not use, or give the appearance of using, their", "" ], [ "", "public position to further the private interests of themselves, their families, their friends or", "" ], [ "", "organisations in which they may have an interest.", "" ], [ "", "", "" ], [ "", "A.2.3 All officers must ensure that whenever they have an actual or perceived conflict of", "" ], [ "", "interest that they immediately identify the relevant Budget Holder. Where it is the Budget", "" ], [ "", "Holder raising the conflict then they should inform their line manager.", "" ], [ "", "", "" ], [ "", "A 2.4. Budget Holders must ensure that all actual or perceived conflicts of interest are", "" ], [ "", "recorded in a Conflicts Register covering the relevant Budget Area.", "" ], [ "", "", "" ] ], "row_count": 11, "col_count": 3 }, { "headers": [ "", "3.1 No officer of a designated body may accept, directly or indirectly, any gift, reward,", "" ], "rows": [ [ "", "hospitality or benefit from any member of the public or organisation with whom they are", "" ], [ "", "brought into contact by reason of their official duties other than:", "" ], [ "", "a) conventional ‘corporate’ hospitality in the course of working visits or meetings;", "" ], [ "", "b) isolated gifts of low value such as diaries, calendars, flowers or chocolates or", "" ], [ "", "other items up to the value of £20. Where feasible, such gifts should be shared", "" ], [ "", "amongst all of the team members within the relevant budget area.", "" ], [ "", "", "" ], [ "", "3.5 The recipient of any offer of any gift, reward or hospitality received (whether received", "" ], [ "", "or refused) must ensure that it is properly recorded within the register designated for their", "" ], [ "", "budget area.", "" ], [ "", "", "" ] ], "row_count": 11, "col_count": 3 }, { "headers": [ "", "Budget Area", "", "", "Budget Holder", "" ], "rows": [ [ "", "Culture Division", "", "", "Head of Culture & Arts", "" ], [ "", "Villa Marina & Gaiety Theatre", "", "", "Head of Culture & Arts", "" ], [ "", "Kensington Arts Centre & Soundcheck", "", "", "Arts Development Manager", "" ], [ "", "Arts Council", "", "", "Arts Development Manager", "" ] ], "row_count": 4, "col_count": 6 }, { "headers": [ "", "Budget Area", "", "", "Budget Holder", "" ], "rows": [ [ "", "Sport, Recreation & Youth Services Division", "", "", "Head of Sport, Recreation & Youth Services", "" ], [ "", "National Sports Centre", "", "", "NSC General Manager Sports Facilities", "" ], [ "", "Sports Development Unit", "", "", "Head of Sport, Recreation & Youth Services", "" ], [ "", "IoM Sports", "", "", "Sports Development Officer", "" ], [ "", "Youth Services", "", "", "Principal Youth Officer", "" ], [ "", "Activ8 Health & Wellbeing Programmes", "", "", "Health & Wellbeing Manager", "" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "", "Budget Area", "", "", "Budget Holder", "" ], "rows": [ [ "", "Education Advice & Support Division", "", "", "Director of Strategic Advice for Education", "" ], [ "", "Pathways for Children", "", "", "PCI Service Manager", "" ], [ "", "EAS – Strategic – Early Years", "", "", "EY Lead", "" ], [ "", "EAS – Strategic – PSAC", "", "", "Head of PSAC", "" ], [ "", "EAS – Strategic – Manx Language", "", "", "Head of Manx Language Unit", "" ], [ "", "EAS – Strategic – Santon CPD", "", "", "Primary Lead", "" ], [ "", "EAS – Strategic – Initiatives", "", "", "Director of Strategic Advice for Education", "" ], [ "", "EAS – Strategic – Teacher Train", "", "", "Director of Strategic Advice for Education", "" ], [ "", "EAS – Strategic – Careers", "", "", "Employability Lead", "" ], [ "", "EAS – Strategic – Manx Culture", "", "", "Manx Curriculum Advisory Teacher", "" ], [ "", "EAS – Support – AEN Services", "", "", "SEN Manager", "" ], [ "", "EAS – AEN Services – SEN DFM", "", "", "SEN Manager", "" ], [ "", "EAS – AEN Services – SEN Units", "", "", "SEN – Disabilities Adviser", "" ], [ "", "EAS – AEN Services – Hearing", "", "", "Head of Hearing Support Service", "" ], [ "", "EAS – AEN Services – Visual", "", "", "Head of Visual Impairment Support Service", "" ], [ "", "EAS – AEN Services – EWO", "", "", "Child Protection & Safeguarding Officer", "" ], [ "", "EAS – AEN Services – Psychology", "", "", "Senior Educational Psychologist", "" ], [ "", "EAS – AEN Services – ESC", "", "", "Head of Education Support Services", "" ], [ "", "EAS – AEN Services – EAL", "", "", "SEN Manager", "" ], [ "", "EAS – Support Services – Music", "", "", "Head of Music Service", "" ], [ "", "EAS – Support Services – ICT", "", "", "ICT Advisory Teacher", "" ], [ "", "EAS – Support Services – Health", "", "", "Health Education Officer", "" ] ], "row_count": 22, "col_count": 6 }, { "headers": [ "", "Budget Area", "", "", "Budget Holder", "" ], "rows": [ [ "", "QA & Inspection", "", "", "CEO", "" ], [ "", "Deputy Chief Executive", "", "", "Deputy CEO", "" ], [ "", "Finance", "", "", "Finance Business Partner", "" ], [ "", "PSG – Estates", "", "", "Head of Estates", "" ], [ "", "PSG – Caretaking and Cleaning – Central", "", "", "Head of Estates", "" ], [ "", "PSG – Admin & Gov – Lettings", "", "", "Head of Estates", "" ], [ "", "PSG – Primary School Meals", "", "", "Primary Catering Manager", "" ], [ "", "PSG – Admin & Gov – Student Awards", "", "", "Head of Corporate Services & Governance", "" ], [ "", "PSG – Admin & Gov – Endowments", "", "", "Head of Corporate Services & Governance", "" ], [ "", "PSG – Head Office Expenses", "", "", "Head of Corporate Services & Governance", "" ], [ "", "PSG – Apprentices & Vocational Training", "", "", "Head of Corporate Services & Governance", "" ] ], "row_count": 11, "col_count": 6 }, { "headers": [ "", "Budget Area", "", "", "Budget Holder", "" ], "rows": [ [ "", "Secondary – Ballakermeen", "", "", "Headteacher", "" ], [ "", "Secondary – Castle Rushen", "", "", "Headteacher", "" ], [ "", "Secondary – Queen Elizabeth II", "", "", "Headteacher", "" ], [ "", "Secondary – Ramsey Grammar", "", "", "Headteacher", "" ], [ "", "Secondary – St Ninian’s", "", "", "Headteacher", "" ], [ "", "UCM", "", "", "Principal", "" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "", "Budget Area", "", "", "Budget Holder", "" ], "rows": [ [ "", "Primary – Anagh Coar", "", "", "Headteacher", "" ], [ "", "Primary – Andreas", "", "", "Headteacher", "" ], [ "", "Primary – Arbory", "", "", "Headteacher", "" ], [ "", "Primary – Ashley Hill", "", "", "Headteacher", "" ], [ "", "Primary – Ballacottier", "", "", "Headteacher", "" ], [ "", "Primary – Ballasalla", "", "", "Headteacher", "" ], [ "", "Primary – Ballaugh", "", "", "Headteacher", "" ], [ "", "Primary – Braddan", "", "", "Headteacher", "" ], [ "", "Primary – Bunscoill Rhumsaa", "", "", "Headteacher", "" ], [ "", "Primary – Bunscoill Ghaelgagh", "", "", "Headteacher", "" ], [ "", "Primary – Cronk y Berry", "", "", "Headteacher", "" ], [ "", "Primary – Dhoon", "", "", "Headteacher", "" ], [ "", "Primary – Henry Bloom Noble", "", "", "Headteacher", "" ], [ "", "Primary – Foxdale", "", "", "Headteacher", "" ], [ "", "Primary – Jurby", "", "", "Headteacher", "" ], [ "", "Primary – Kewaigue", "", "", "Headteacher", "" ], [ "", "Primary – Laxey", "", "", "Headteacher", "" ], [ "", "Primary – Manor Park", "", "", "Headteacher", "" ], [ "", "Primary – Marown", "", "", "Headteacher", "" ], [ "", "Primary – Michael", "", "", "Headteacher", "" ], [ "", "Primary – Onchan", "", "", "Headteacher", "" ], [ "", "Primary – Peel Clothworkers", "", "", "Headteacher", "" ], [ "", "Primary – Phurt Le Moirrey", "", "", "Headteacher", "" ], [ "", "Primary – Rushen", "", "", "Headteacher", "" ], [ "", "Primary – Scoill yn Jubilee", "", "", "Headteacher", "" ], [ "", "Primary – St John’s", "", "", "Headteacher", "" ], [ "", "Primary – St Mary’s", "", "", "Headteacher", "" ], [ "", "Primary – St Thomas’", "", "", "Headteacher", "" ], [ "", "Primary – Sulby", "", "", "Headteacher", "" ], [ "", "Primary – Vallajeelt", "", "", "Headteacher", "" ], [ "", "Primary – Victoria Road", "", "", "Headteacher", "" ], [ "", "Primary – Willaston", "", "", "Headteacher", "" ] ], "row_count": 32, "col_count": 6 }, { "headers": [ "Version", "Author", "Date", "Changes" ], "rows": [ [ "", "", "", "" ], [ "V0.1", "PSG", "", "First Draft" ], [ "V0.2", "PSG", "06/03/202323", "Final Draft submitted to SLT (Policy Hub\nEdit)" ], [ "V0.2", "", "06/03/2023", "Final Draft approved by SLT" ], [ "V1.0", "", "06/03/2023", "Version 1.0 published" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "Date of\nOffer", "Offered to", "Offered from", "Description of Offer", "Est./actual value of\noffer £", "", "Details of contracts,", "", "Action taken i.e.\nAccepted / Refused\n/ Returned", "Entered By", "Entered Date", "Name of Senior\nOfficer notified of\noffer." ], "rows": [ [ "", "", "", "", "", "", "commercial interests or", "", "", "", "", "" ], [ "", "", "", "", "", "", "potential conflicts of", "", "", "", "", "" ], [ "", "", "", "", "", "", "interests.", "", "", "", "", "" ], [ "Jul-22", "xxxxxx", "xxxxx", "Spa voucher thank\nyou gift", "£50.00", "None", "", "", "Accepted", "xxxxx", "16.02.22", "xxxxx" ], [ "Jul-22", "xxxxxx", "xxxxx", "Spa voucher thank\nyou gift", "£50.00", "None", "", "", "Accepted", "xxxxx", "16.02.22", "xxxxx" ] ], "row_count": 5, "col_count": 12 } ] }, { "case_id": 4149237, "title": "Commitees, Board, Agencies and Offices", "authority": "Department of Education, Sport and Culture", "date_received": "2024-09-25", "outcome": "Some information sent but part exempt", "summary": "The requester asked for a list of committees, boards, and agencies linked to the Department of Education, Sport and Culture, along with their terms of reference and delegated powers. The Department disclosed details for the Arts Council, Religious Education Advisory Committee, IOM Sport Committee, Education Council, and School Governing Bodies, while citing Section 20 to withhold information already reasonably accessible online.", "key_facts": [ "The Department provides secretariat support for the Education Council but not direct funding.", "Members of the Education Council and School Governing Bodies can claim attendance allowances and travel expenses.", "The Education Council is an advisory body with no decision-making power, governed by the Education Act and 2016 Regulations.", "School Governing Bodies have specific powers including approving suspensions exceeding 10 days and uniform policies.", "The Minister chairs the Education Council meetings, which occur three times per academic year." ], "data_mentioned": [ "2024-09-25", "2024-10-22", "Attendance Allowances Order 2008", "Payment of Members' Expenses (Travelling Allowances) Order 2022", "Education Act", "2016 Education Council Regulation", "10 days", "3 to 6 members", "3 times per academic year", "Section 20" ], "exemptions_cited": [ "Section 20 of the Act (information already reasonably accessible)" ], "tables": [ { "headers": [ "Committee, Board, Agencies and\nOffices", "Information Attached" ], "rows": [ [ "Arts Council", "Arts Council Constitution 2024" ], [ "Religious Education Advisory Committee", "Religious Education Advisory Committee\nRegulations 2004" ], [ "IOM Sport Committee", "IOM Sport Constitution Sept 2024" ] ], "row_count": 3, "col_count": 2 } ] }, { "case_id": 4163753, "title": "GCSE and A level results 2024", "authority": "Department of Education, Sport and Culture", "date_received": "2024-09-30", "outcome": "Some information sent but part exempt", "summary": "The request sought email communications, analysis reports, and policy guidance regarding 2023-24 GCSE and A-level results in the Isle of Man. The Department of Education, Sport and Culture partially disclosed the information, providing specific guidance on the 'Results Lite' process and criteria for excluding certain pupils from aggregate statistics.", "key_facts": [ "The response includes 'Disapplication Guidance for Results Lite Process Summer 2024' detailing which pupils should be excluded from published results.", "Pupils with Complex Needs and significantly modified timetables (around one third) are excluded from Level 1/2 results reporting.", "Students accepted for full-time attendance at University College Isle of Man are excluded from school aggregate calculations.", "Pupils with less than 40% attendance over Years 10 and 11, supported by evidence of agency involvement, are excluded.", "The guidance aims to ensure comparability of overall statistics across schools." ], "data_mentioned": [ "2023-24", "18th January 2024", "31 August 2023", "15 years", "Boxall diagnostic profile >70", "September 2023 to December 2023", 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Sport and Culture", "date_received": "2024-10-16", "outcome": "Some information sent but part exempt", "summary": "", "key_facts": [], "data_mentioned": [], "exemptions_cited": [], "tables": [ { "headers": [ "", "2021/2022", "2022/2023", "2023/2024" ], "rows": [ [ "Year 7", "4", "2", "3" ], [ "Year 8", "12", "3", "8" ], [ "Year 9", "12", "7", "11" ], [ "Year 10", "16", "11", "11" ], [ "Year 11", "14", "8", "15" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "08.09.21 -\n22.07.22", "No. of pupils with below 50%\nattendance" ], "rows": [ [ "Year 7", "1" ], [ "Year 8", "3" ], [ "Year 9", "5" ], [ "Year 10", "5" ], [ "Year 11", "1" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "07.09.22 -\n21.07.23", "No. of pupils with below 50%\nattendance" ], "rows": [ [ "Year 7", "2" ], [ "Year 8", "4" ], [ "Year 9", "10" ], [ "Year 10", "10" ], [ "Year 11", "3" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "06.09.23 -\n19.07.24", "No. of pupils with below 50%\nattendance" ], "rows": [ [ "Year 7", "0" ], [ "Year 8", "7" ], [ "Year 9", "8" ], [ "Year 10", "9" ], [ "Year 11", "2" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Number of students with 50% or missed\nsessions", "", "", "" ], "rows": [ [ "", "21/22", "22/23", "23/24" ], [ "Y7", "2", "1", "1" ], [ "Y8", "4", "5", "5" ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "", "Number\nof pupils\nwith less\nthan 50%\nattendanc\ne", "Number of\npupils with\nless than\n50%\nattendance", "Number of\npupils with\nless than\n50%\nattendanc\ne" ], "rows": [ [ "", "21/22", "22/23", "23/24" ], [ "Yr 7", "1", "2", "3" ], [ "", "11", "9", "7" ], [ "", "2", "15", "12" ], [ "", "11", "9", "22" ], [ "", "8", "16", "9" ] ], "row_count": 6, "col_count": 4 }, { "headers": [ "Percentage absence rates of students on\nFSM", "", "", "" ], "rows": [ [ "", "21/22", "22/23", "23/24" ], [ "Y7", "10.95", "14.22", "12.52" ], [ "Y8", "17.99", "15.51", "17.58" ], [ "Y9", "19.41", "22.37", "19.61" ], [ "Y10", "18.52", "23.26", "24.71" ], [ "Y11", "19.02", "19.84", "16.08" ] ], "row_count": 6, "col_count": 4 }, { "headers": [ "Percentage absence rates of students with\nEAL", "", "", "" ], "rows": [ [ "", "21/22", "22/23", "23/24" ], [ "Y7", "5", "0", "0" ], [ "Y8", "9.89", "9.78", "0" ], [ "Y9", "13.19", "9.03", "5.91" ], [ "Y10", "19.3", "12.5", "10.47" ], [ "Y11", "1.35", "8.65", "11.3" ] ], "row_count": 6, "col_count": 4 }, { "headers": [ "", "2021/2022", "Of which are AEN", "Of which are FSM" ], "rows": [ [ "Year 7", "4", "2", "1" ], [ "Year 8", "12", "2", "4" ], [ "Year 9", "12", "3", "5" ], [ "Year 10", "16", "4", "8" ], [ "Year 11", "14", "4", "7" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "", "2022/2023", "Of which are AEN", "Of which are FSM" ], "rows": [ [ "Year 7", "2", "0", "1" ], [ "Year 8", "3", "1", "1" ], [ "Year 9", "7", "7", "3" ], [ "Year 10", "11", "8", "4" ], [ "Year 11", "8", "7", "3" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "", "2023/2024", "Of which are AEN", "Of which are FSM" ], "rows": [ [ "Year 7", "3", "2", "1" ], [ "Year 8", "8", "3", "5" ], [ "Year 9", "11", "6", "5" ], [ "Year 10", "11", "5", "7" ], [ "Year 11", "15", "8", "5" ] ], "row_count": 5, "col_count": 4 }, { "headers": [ "", "Number of\npupils with\nless than\n50%\nattendance", "FSM", "SEN", "Number\nof pupils\nwith less\nthan 50%\nattendanc\ne", "FSM", "SEN", "Number\nof pupils\nwith less\nthan 50%\nattendanc\ne", "FSM", "SEN" ], "rows": [ [ "", "21/22", "21/2\n2", "21/2\n2", "22/23", "22/2\n3", "22/2\n3", "23/24", "23/2\n4", "23/2\n4" ], [ "Yr 7", "1", "1", "1", "2", "2", "1", "3", "1", "3" ], [ "", "11", "3", "7", "9", "4", "5", "7", "5", "4" ], [ "", "2", "2", "1", "15", "5", "9", "12", "3", "3" ], [ "", "11", "6", "7", "9", "3", "7", "22", "5", "15" ] ], "row_count": 5, "col_count": 10 } ] }, { "case_id": 4202149, "title": "KS2 and KS4 attainment by gender", "authority": "Department of Education, Sport and Culture", "date_received": "2024-10-17", "outcome": "All information sent", "summary": "The request sought KS2 and KS4 attainment data by gender for the last five years, including subject-specific breakdowns and trend analysis. The authority provided KS2 expected attainment statistics for 2020-2024 and some KS4 data for Ramsey Grammar School, but withheld KS4 data for other schools and all requested commentary due to lack of records or the burden of creating new analysis.", "key_facts": [ "KS2 expected attainment data was provided for the years 2020 to 2024, showing pass rates for English, Maths, and Science by gender.", "KS4 data for 2020 and 2021 was unavailable for Ballakermeen, Castle Rushen, QEII, and St Ninians High Schools.", "Subject-specific KS4 attainment data for all schools was refused because compiling it would require research over 30 subjects across 3 years, which is not required under the Act.", "No commentary or analysis regarding gender attainment gaps was held by the authority for either KS2 or KS4.", "The response was issued on 11 November 2024 following a request received on 17 October 2024." ], "data_mentioned": [ "2020", "2021", "2022", "2023", "2024", "76.4", "70.7", "82.5", "73.1", "72.7", "73.6", "80.6", "80.1", "81.2", "251", "938", "908", "917", "907", "30 subjects", "3 academic years", "4202149" ], "exemptions_cited": [ "Information not held or cannot be found after reasonable steps", "Undue burden of research or analysis (not required to create new information under the Act)" ], "tables": [ { "headers": [ "Year", "Pupils", "", "", "English L4b+ (expected\nand above)", "", "", "Maths L4b+ (expected and\nabove)", "", "", "Science L4b+ (expected\nand above)", "", "" ], "rows": [ [ "", "All", "Boys", "Girls", "All", "Boys", "Girls", "All", "Boys", "Girls", "All", "Boys", "Girls" ], [ "2020", "251", "135", "116", "80.1", "74.8", "86.2", "79.7", "78.5", "81.0", "83.3", "85.2", "81.0" ], [ "2021", "938", "465", "473", "72.4", "65.4", "79.3", "66.8", "66.2", "67.4", "73.9", "73.3", "74.4" ], [ "2022", "908", "469", "439", "74.3", "69.1", "80.0", "70.2", "71.0", "69.2", "80.5", "78.3", "82.9" ], [ "2023", "917", "486", "431", "76.6", "69.5", "84.5", "72.5", "70.2", 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The Department of Education, Sport and Culture provided aggregate statistics on absence days, percentages, and averages but withheld specific reports and data by reason of absence due to privacy exemptions.", "key_facts": [ "Aggregate sickness absence data was released for the academic years 2021/22, 2022/23, and 2023/24.", "Total absence days per school were provided for BHS, CRHS, QEII, RGS, and SNHS.", "Information regarding the percentage of occurrence of sickness by reason (e.g., mental health) was withheld.", "Detailed evaluation reports produced by schools or the Department were not disclosed.", "The authority cited Section 39 of the Freedom of Information Act 2015 to exempt personal health data." ], "data_mentioned": [ "1048", "1061", "1300", "502.5", "596", "967.50", "629.50", "209", "479.50", "579.50", "615.50", "926", "750", "1158.50", "1070.50", "79.60%", "76.17%", "89.37%", "316", "294", "328", "11.1", "12.4", "14.5", "8.8", "9.4", "12.9", "2024-11-04", "2024-11-29" ], "exemptions_cited": [ "Section 39 (1)(a)(b) of the Freedom of Information Act 2015 (Qualified exempt personal information)", "Section 8 of the Data Protection Act 2002" ], "tables": [ { "headers": [ "Secondary School", "Academic Year\n23/24", "Academic Year\n22/23", "Academic Year\n21/22" ], "rows": [ [ "BHS", "1048", "1061", "1300" ], [ "CRHS", "502.5", "596", "967.50" ], [ "QEII", "629.50", "209", "479.50" ], [ "RGS", "579.50", "615.50", "926" ], [ "SNHS", "750", "1158.50", "1070.50" ] ], "row_count": 5, "col_count": 4 } ] }, { "case_id": 4252777, "title": "Secondary School Pupil Absence Data & Analysis Part 3", "authority": "Department of Education, Sport and Culture", "date_received": "2024-11-12", "outcome": "Some information sent but part exempt", "summary": "The request sought detailed analysis and reports on secondary school pupil absence reasons and attendance trends for the academic years 2021-2024. The Department of Education, Sport and Culture provided partial information, including specific attendance percentages and roll numbers, but withheld some data due to exemptions.", "key_facts": [ "The response covers attendance data for Island Secondary Schools across academic years 2021-22, 2022-23, and 2023-24.", "Attendance rates fluctuated significantly, with some periods showing drops to 67.8% for Year 11 in 2022.", "The authority cited that some absence was due to the COVID-19 pandemic.", "Data includes breakdowns by year group, gender, and authorized versus unauthorized absences.", "The outcome was classified as 'Some information sent but part exempt'." ], "data_mentioned": [ "2021-22", "2022-23", "2023-24", "84%", "88.6%", "95%", "89.26%", "67.8%", "86.2%", "75.6%", "81.5%", "88%", "94.5%", "September 2021", "March 2022", "June 2022", "January 2023", "February 2024", "March 2024", "June 2024" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "Males", "Females", "Total" ], "rows": [ [ "Year 7", "81 (95)", "69 (76)", "150 (171)" ], [ "Year 8", "98 (52)", "77 (67)", "175 (119)" ], [ "Year 9", "52 (55)", "69 (72)", "121 (127)" ], [ "Year 10", "55 (74)", "74 (45)", "129 (119)" ], [ "Year 11", "74 (59)", "45 (52)", "119 (111)" ], [ "Year 12", "32 (34)", "30 (34)", "62 (68)" ], [ "Year 13", "32 (22)", "35 (30)", "67 (52)" ], [ "Totals", "424 (388)", "399 (376)", "823 (764)" ] ], "row_count": 8, "col_count": 4 }, { "headers": [ "", "Males", "Females", "Total" ], "rows": [ [ "Year 7", "80 (81)", "71 (70)", "151 (151)" ], [ "Year 8", "99 (99)", "77 (77)", "176 (176)" ], [ "Year 9", "51 (51)", "67 (68)", "118 (119)" ], [ "Year 10", "55 (55)", "75 (74)", "130 (129)" ], [ "Year 11", "74 (74)", "45 (45)", "119 (119)" ], [ "Year 12", "30 (31)", "29 (29)", "59 (59)" ], [ "Year 13", "32 (32)", "34 (35)", "66 (67)" ], [ "Totals", "421 (423)", "398 (399)", "819 (822)" ] ], "row_count": 8, "col_count": 4 }, { "headers": [ "", "Males", "Females", "Total" ], "rows": [ [ "Year 7", "81(80 )", "72 (71)", "153 (151)" ], [ "Year 8", "98 (99)", "78 (77)", "176 (176 )" ], [ "Year 9", "51 (51)", "69 (67)", "120 (118)" ], [ "Year 10", "55 (55)", "76 (75)", "130 (130)" ], [ "Year 11", "74 (74)", "45 (45)", "119 (119)" ], [ "Year 12", "30 (30)", "29 (29)", "59 (59)" ], [ "Year 13", "32 (32)", "34 (34)", "66 (66)" ], [ "Totals", "421 (421)", "402 (398 )", "823 (819)" ] ], "row_count": 8, "col_count": 4 }, { "headers": [ "Year 7", "98.3" ], "rows": [ [ "Year 8", "94.9" ], [ "Year 9", "95.2" ], [ "Year 10", "92.4" ], [ "Year 11", "93.4" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "Year 7", "92.4" ], "rows": [ [ "Year 8", "89.9" ], [ "Year 9", "88.6" ], [ "Year 10", "86.6" ], [ "Year 11", "88.8" ], [ "Year 12", "87.7" ], [ "Year 13", "82" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "Year 8", "94.9" ], "rows": [ [ "Year 9", "95.2" ], [ "Year 10", "92.4" ], [ "Year 11", "93.4" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "Year 7", "92.3" ], "rows": [ [ "Year 8", "90" ], [ "Year 9", "86" ], [ "Year 10", "87.4" ], [ "Year 11", "86" ], [ "Year 12", "89" ], [ "Year 13", "85" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "Year 7", "98.1" ], "rows": [ [ "Year 8", "95.5" ], [ "Year 9", "92.3" ], [ "Year 10", "94.4" ], [ "Year 11", "93.1" ], [ "Year 12", "94.4" ], [ "Year 13", "94" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "Year 7", "92" ], "rows": [ [ "Year 8", "89" ], [ "Year 9", "86" ], [ "Year 10", "88" ], [ "Year 11", "86" ], [ "Year 12", "89" ], [ "Year 13", "85" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "Year 7", "92.3" ], "rows": [ [ "Year 8", "90" ], [ "Year 9", "86" ], [ "Year 10", "87.4" ], [ "Year 11", "86" ], [ "Year 12", "89" ], [ "Year 13", "85" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "Year 7", "92" ], "rows": [ [ "Year 8", "89" ], [ "Year 9", "86" ], [ "Year 10", "87" ], [ "Year 11", "88" ], [ "Year 12", "88" ], [ "Year 13", "86" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "Year 7", "92" ], "rows": [ [ "Year 8", "89" ], [ "Year 9", "86" ], [ "Year 10", "88" ], [ "Year 11", "86" ], [ "Year 12", "89" ], [ "Year 13", "85" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "Group", "Presents", "Authorised\nAbsences", "Unauthorised\nAbsences", "Possible", "%\nAttend" ], "rows": [ [ "Year 7", "95.0", "4.8", "0.1", "100.0", "95.1" ], [ "Year 8", "87.4", "8.0", "4.5", "100.0", "87.5" ], [ "Year 9", "87.6", "7.3", "5.1", "100.0", "87.6" ], [ "Year 10", "81.5", "11.9", "6.6", "100.0", "81.5" ], [ "Year 11", "82.8", "9.2", "7.9", "100.0", "82.8" ], [ "Totals", "86.2", "8.4", "5.3", "100.0", "86.2" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "Group", "Presents", "Authorised\nAbsences", "Unauthorised\nAbsences", "Possible", "%\nAttend" ], "rows": [ [ "Year 7", "93.7", "5.9", "0.4", "100.0", "93.7" ], [ "Year 8", "75.9", "7.2", "1.3", "100.0", "75.9" ], [ "Year 9", "73.2", "8.3", "2.7", "100.0", "73.4" ], [ "Year 10", "73.9", "6.6", "3.7", "100.0", "74.1" ], [ "Year 11", "67.8", "9.3", "6.3", "100.0", "68.0" ], [ "Totals", "75.6", "7.5", "2.9", "100.0", "75.7" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "Group", "Presents", "Authorised\nAbsences", "Unauthorised\nAbsences", "Possible", "%\nAttend" ], "rows": [ [ "Year 7", "84.9", "14.4", "0.2", "100.0", "85.4" ], [ "Year 8", "81.1", "16.0", "2.5", "100.0", "81.5" ], [ "Year 9", "80.7", "15.8", "2.8", "100.0", "81.4" ], [ "Year 10", "80.0", "15.1", "4.6", "100.0", "80.3" ], [ "Year 11", "76.2", "15.9", "7.4", "100.0", "76.7" ], [ "Totals", "80.7", "15.5", "3.3", "100.0", "81.2" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "Group", "Presents", "Authorised\nAbsences", "Unauthorised\nAbsences", "Possible", "%\nAttend" ], "rows": [ [ "Year 7", "92.0", "7.5", "0.4", "100.0", "92.1" ], [ "Year 8", "88.2", "10.5", "1.2", "100.0", "88.2" ], [ "Year 9", "85.5", "11.3", "3.1", "100.0", "85.6" ], [ "Year 10", "87.5", "8.7", "3.5", "100.0", "7.8" ], [ "Year 11", "79.5", "11.2", "8.6", "100.0", "80.2" ], [ "Totals", "86.9", "9.8", "3.1", "100.0", "87.0" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "Group", "Presents", "Authorised\nAbsences", "Unauthorised\nAbsences", "Possible", "%\nAttend" ], "rows": [ [ "Year 7", "89.8", "9.3", "0.5", "100.0", "90.2" ], [ "Year 8", "89.4", "13.0", "1.7", "100.0", "85.3" ], [ "Year 9", "86.2", "9.9", "3.6", "100.0", "86.5" ], [ "Year\n10", "81.1", "13.1", "5.4", "100.0", "81.4" ], [ "Year\n11", "77.2", "10.5", "11.9", "100.0", "77.6" ], [ "Totals", "84.2", "11.1", "4.4", "100.0", "84.5" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "Group", "Presents", "Authorised\nAbsences", "Unauthorised\nAbsences", "Possible", "%\nAttend" ], "rows": [ [ "Year 7", "91.3", "7.9", "0.5", "100.0", "91.6" ], [ "Year 8", "89.1", "8.6", "2.1", "100.0", "89.3" ], [ "Year 9", "86.5", "9.6", "3.3", "100.0", "87.0" ], [ "Year\n10", "84.0", "8.7", "6.9", "100.0", "84.5" ], [ "Year\n11", "75.7", "10.6", "13.1", "100.0", "76.4" ], [ "Totals", "85.8", "9.0", "4.8", "100.0", "86.2" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "Group", "Presents", "Authorised\nAbsences", "Unauthorised\nAbsences", "Possible", "%\nAttend" ], "rows": [ [ "Year 7", "92.6", "6.8", "0.6", "100.0", "92.6" ], [ "Year 8", "82.8", "8.5", "1.3", "100.0", "82.8" ], [ "Year 9", "79.5", "10.4", "2.6", "100.0", "79.6" ], [ "Year 10", "79.0", "9.2", "4.2", "100.0", "79.1" ], [ "Year 11", "73.8", "11.9", "6.6", "100.0", "73.9" ], [ "Totals", "79.9", "9.7", "3.3", "100.0", "80.0" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "Group", "Presents", "Authorised\nAbsences", "Unauthorised\nAbsences", "Possible", "%\nAttend" ], "rows": [ [ "Year 7", "94.8", "4.7", "0.5", "100.0", "94.8" ], [ "Year 8", "90.9", "7.7", "1.0", "100.0", "91.3" ], [ "Year 9", "87.3", "9.8", "2.5", "100.0", "87.7" ], [ "Year 10", "84.9", "10.3", "4.6", "100.0", "85.1" ], [ "Year 11", "84.0", "8.3", "7.2", "100.0", "84.5" ], [ "Totals", "87.2", "8.7", "3.7", "100.0", "87.5" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "Group", "Presents", "Authorised\nAbsences", "Unauthorised\nAbsences", "Possible", "%\nAttend" ], "rows": [ [ "Year 7", "92.0", "7.5", "0.4", "100.0", "92.1" ], [ "Year 8", "88.2", "10.5", "1.2", "100.0", "88.2" ], [ "Year 9", "85.6", "11.3", "3.1", "100.0", "85.6" ], [ "Year 10", "87.4", "8.7", "3.5", "100.0", "87.8" ], [ "Year 11", "79.5", "11.2", "8.6", "100.0", "80.2" ], [ "Totals", "86.9", "9.8", "3.1", "100.0", "87.1" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "Group", "Presents", "Authorised\nAbsences", "Unauthorised\nAbsences", "Possible", "%\nAttend" ], "rows": [ [ "Year 7", "91.1", "7.2", "1.0", "100.0", "91.9" ], [ "Year 8", "87.1", "10.0", "2.0", "100.0", "88.0" ], [ "Year 9", "85.8", "8.9", "4.5", "100.0", "86.5" ], [ "Year 10", "83.8", "9.7", "5.2", "100.0", "85.1" ], [ "Year 11", "83.6", "8.1", "7.8", "100.0", "84.2" ], [ "Totals", "86.3", "8.7", "4.1", "100.0", "87.2" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "Group", "Presents", "Authorised\nAbsences", "Unauthorised\nAbsences", "Possible", "%\nAttend" ], "rows": [ [ "Year 7", "91.1", "7.2", "1.0", "100.0", "91.9" ], [ "Year 8", "87.1", "10.0", "2.0", "100.0", "88.0" ], [ "Year 9", "85.8", "8.9", "4.5", "100.0", "86.5" ], [ "Year 10", "83.8", "9.7", "5.2", "100.0", "85.1" ], [ "Year 11", "83.6", "8.1", "7.8", "100.0", "84.2" ], [ "Totals", "86.3", "8.7", "4.1", "100.0", "87.2" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "Group", "Presents", "Authorised\nAbsences", "Unauthorised\nAbsences", "Possible", "%\nAttend" ], "rows": [ [ "Year 7", "87.6", "10.0", "1.7", "100.0", "88.3" ], [ "Year 8", "85.1", "10.4", "3.8", "100.0", "85.7" ], [ "Year 9", "82.9", "9.8", "6.4", "100.0", "83.8" ], [ "Year 10", "82.7", "9.2", "7.4", "100.0", "83.4" ], [ "Year 11", "79.6", "7.8", "12.4", "100.0", "79.7" ], [ "Totals", "83.6", "9.4", "6.3", "100.0", "84.2" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "Group", "Presents", "Authorised\nAbsences", "Unauthorised\nAbsences", "Possible", "% Attend" ], "rows": [ [ "Year 7", "94.8", "4.7", "0.5", "100.0", "94.8" ], [ "Year 8", "90.9", "7.7", "1.0", "100.0", "91.3" ], [ "Year 9", "87.3", "9.8", "2.5", "100.0", "87.7" ], [ "Year 10", "84.9", "10.3", "4.6", "100.0", "85.1" ], [ "Year 11", "84.0", "8.3", "7.2", "100.0", "84.5" ], [ "Totals", "87.2", "8.7", "3.7", "100.0", "87.5" ] ], "row_count": 6, "col_count": 6 }, { "headers": [ "Group", "Presents", "Authorised\nAbsences", "Unauthorised\nAbsences", "Possible", "% Attend" ], "rows": [ [ "Year 7", "94.9", "4.3", "0.3", "100.0", "95.5" ], [ "Year 8", "89.9", "7.3", "2.4", "100.0", "90.3" ], [ "Year 9", "85.5", "9.1", "5.0", "100.0", "85.9" ], [ "Year 10", "83.2", "9.8", "6.4", "100.0", "83.8" ], [ "Year 11", "84.3", "8.8", "6.7", "100.0", "84.5" ], [ "Totals", "86.5", "8.4", "4.7", "100.0", "86.9" ] ], "row_count": 6, "col_count": 6 } ] }, { "case_id": 4279773, "title": "Speech & Language Therapy", "authority": "Manx Care", "date_received": "2024-11-26", "outcome": "All information sent", "summary": "The requester asked for policies, equality impact assessments, and staffing details regarding Speech and Language Therapy for mainstream and SPC-educated children. Manx Care responded by providing care pathway documents for various conditions and confirmed the release of all requested information.", "key_facts": [ "Care pathways for mainstream children cover dysfluency, dysphagia, language difficulties, and social communication.", "Children in Specialist Provision Centres (SPC) follow a specific pathway where language difficulties are supported by the SPC rather than direct 1:1 therapy.", "The Dysphagia pathway distinguishes between urgent referrals (within 10 working days) and non-urgent ones (within 28 working days).", "The Learning Disabilities care pathway for SPC children is currently under review.", "The authority confirmed that all information requested was sent." ], "data_mentioned": [ "2024-11-26", "2024-12-05", "June 2020", "January 2021", "January 2023", "10 working days", "28 working days", "6 months", "4-6 sessions", "6 x sessions", "10 pages", "7 documents" ], "exemptions_cited": [], "tables": [ { "headers": [ "Stage", "Risk Factors: + 6 months dysfluency AND 1+ risk factors", "Risk Factors: - 6 months dysfluency AND no other risk factors", "Risk Factors: - 6 months dysfluency AND 1+ risk factors" ], "rows": [ [ "Referral received", "Soon", "Routine", "Triage referral (as 'soon')" ], [ "Assessment", "1 or 2 clinic appointments in Stammering Clinic * (SLT discretion on number)", "No further assessment", "1 clinic appointment in Stammering Clinic *" ], [ "Intervention/Action", "Provide advice/ACI strategies to trial at home. With permission speak with school. Block of therapy 4-6 sessions (Family communication skills/group/direct strategies/speech/language). With permission discuss with school. May refer to MPC for second opinion.", "Standard dysfluency discharge letter with recommendations to parents and school. Option for re-referral.", "Screen assess by using Michael Palin Centre (MPC) screen. Take developmental case history. Write in-depth report and provide advice to parents." ], [ "Outcome", "Review 4 or 6 months at SLT's discretion", "Discharge", "Discharge" ] ], "row_count": 4, "col_count": 4 }, { "headers": [ "Pathway Step", "Urgent Pathway", "Non-Urgent Pathway" ], "rows": [ [ "Referral received", "Referral triaged", "" ], [ "Decision", "Referral accepted", "Referral not accepted" ], [ "Assessment Timing", "Urgent—within 10 working days", "Non-urgent—within 28 working days" ], [ "Clinical Action", "Serious risk of aspiration: Immediate referral to Children's Ward. Onward referral to Specialist SLT at tertiary hospital.", "Management by local SLT." ], [ "Outcome", "Management plan given by SLT at tertiary hospital. Follow procedure form 'Assessment'.", "Discharge. No further action required by SLT." ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "Decision Point", "Condition / Action", "Outcome" ], "rows": [ [ "Referral accepted", "Urgency decided at triage (urgent/soon/routine), waiting time for assessment adjusted accordingly.", "Assessment" ], [ "Assessment", "SLT assesses child over 1 or multiple sessions (up to 4). Includes phone call to family to gather case history. Report and recommendations written.", "Direct intervention required?" ], [ "Direct intervention required?", "YES (e.g., Speech sound work where child has sufficiently developed attention, listening and learning skills)", "Child placed on waiting list for therapy. Therapy given (in school or clinic as per therapist's availability) - 6 x sessions. Therapist demonstrates therapy activities/strategies to school staff (1 visit). Therapist signposts parents/professionals to further training e.g. Signalong, Elklan." ], [ "Direct intervention required?", "NO (Language difficulties need to be supported by SPC rather than direct 1:1 input)", "Recommended review within 3 months?" ], [ "Recommended review within 3 months?", "YES", "Child placed on waiting list for SLT to review. Go back to assessment box." ], [ "Recommended review within 3 months?", "NO", "Discharge. Child discharged from SLT. Parents and school advised they can be re-referred in future if needs change." ], [ "Further therapy required?", "YES", "Further therapy required? (Loop back to therapy provision)" ], [ "Further therapy required?", "NO", "Discharge" ] ], "row_count": 8, "col_count": 3 } ] }, { "case_id": 4280469, "title": "Equality Impact Assessments & Related Training", "authority": "Cabinet Office", "date_received": "2024-11-26", "outcome": "Some information sent but not all held", "summary": "The requester sought details on the rollout of Equality Impact Assessment (EIA) toolkits, training records, and a list of completed EIAs since 2023 for the Cabinet Office and other departments. The Cabinet Office clarified it only holds information for itself and centrally recorded training, subsequently disclosing EIA workshop materials and screening templates while noting it does not hold EIA lists for other departments.", "key_facts": [ "The Cabinet Office does not hold Equality Impact Assessment data for other departments and advised the requester to contact them directly.", "The authority provided copies of EIA workshop slides and an Equality Impact Screening template as part of the disclosure.", "The training materials cover the Public Sector Equality Duty, including eliminating discrimination and advancing equality of opportunity.", "The screening process involves assessing potential impacts on nine protected characteristics, including age, race, disability, and sexual orientation.", "The request was clarified to cover the period from 1st January 2023 to the date of the request." ], "data_mentioned": [ "2024-11-26", "2025-01-16", "2023", "27 November 2024", "28 November", "3 December 2024", "1st January 2023", "23 pages", "5 documents", "FOI reference 3634490", "case_id: 4280469" ], "exemptions_cited": [], "tables": [ { "headers": [ "Title of policy", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Person completing the\nscreening assessment1:", "", "", "", "", "", "", "", "", "", "", "Date:" ], [ "Purpose of the policy:", "", "", "", "", "", "", "", "", "", "", "" ], [ "Questions to help you assess any positive, negative or unknown impact of your policy\nIndicate Y (Yes) or N (No)", "", "2redneG\n/xeS", "ro\nnoigileR\n3feileB", "4egA", "5ytilibasiD", "6yticinhtE\n&\necaR", "7noitatneirO\nlauxeS", "redneG( tnemngissaeR\nsnarT\n8", "&\nycnangerP\n9ytinretaM\n)", "", "" ], [ "Is there any evidence that the different equality groups have different needs or issues in relation to\nthe policy?", "", "", "", "", "", "", "", "", "", "", "" ], [ "Is there any potential that the policy may adversely affect equality of opportunity11", "", "", "", "", "", "", "", "", "", "", "" ], [ "Could this policy harm good relations12 for any of the equality groups?", "", "", "", "", "", "", "", "", "", "", "" ], [ "Is there any potential that the policy could discriminate, directly13 or indirectly14?", "", "", "", "", "", "", "", "", "", "", "" ], [ "Is there any stakeholder concern in the policy about discrimination?", "", "", "", "", "", "", "", "", "", "", "" ], [ "Is there an opportunity to better promote either equality of opportunity or community\nrelations by altering the policy?", "", "", "", "", "", "", "", "", "", "", "" ], [ "Is there evidence of physical access issues or non-physical accessibility issues (eg website\naccess/documents)?", "", "", "", "", "", "", "", "", "", "", "" ], [ "If you have answered “N” to all these questions, an Equality Impact Assessment is not required\nIf your answer is “Y” to any of these questions, then consider proportionality (resources/impact). Could you provide a lower standard of\nservice to meet the needs of more users or offer a service on different terms to avoid negative impacts?\nIf the impact has the potential to be significant, you should complete an Equality Impact Assessment using relevant data and/or\nconsultation to inform your decision making before the policy decision is made.", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 11, "col_count": 12 }, { "headers": [ "Title of policy", "", "" ], "rows": [ [ "Person completing the\nscreening assessment1:", "", "Date:" ], [ "Choose 1 of the following 3 declarations:", "", "✓" ], [ "There has been no impact identified on any of the protected characteristics so a full Equality Impact Assessment is NOT required", "", "" ], [ "Some limited impact has been identified and having considered proportionality (size/cost/resources), a full Equality Impact Assessment is NOT required", "", "" ], [ "A negative impact on one or more of the protected characteristics has been identified. A full Equality Impact Assessment IS REQUIRED BEFORE any\ndecision is made", "", "" ], [ "SIGN OFFS:", "", "Date:" ], [ "Person completing the screening assessment:", "", "" ], [ "Person responsible for policy15:", "", "" ], [ "Equality Adviser:", "", "" ] ], "row_count": 9, "col_count": 3 }, { "headers": [ "Department", "Impact Assessment e-Module\n2020 - 2021 numbers\ncompleted" ], "rows": [ [ "Cabinet Office", "27" ], [ "Attorney General’s Chambers", "2" ], [ "Communications Commission, now Isle of Man\nCommunications and Utilities Regulatory Authority", "1" ], [ "Department for Enterprise", "13" ], [ "Department of Education, Sport and Culture", "9" ], [ "Department of Environment Food and Agriculture", "5" ], [ "Department of Health and Social Care", "3" ], [ "Department of Home Affairs", "5" ], [ "Financial Intelligence Unit", "4" ], [ "Department of Infrastructure", "6" ], [ "Isle of Man Financial Services Authority/Financial\nSupervision Commission", "4" ], [ "General Registry", "3" ], [ "Public Sector Pensions Authority", "2" ], [ "Gambling Supervision Commission", "1" ], [ "Manx Care", "40" ], [ "Isle of Man Office of Fair Trading", "1" ], [ "Treasury", "30" ] ], "row_count": 17, "col_count": 2 }, { "headers": [ "Department", "EDI Equality Impact Workshop\nNumbers attended" ], "rows": [ [ "Cabinet Office", "7" ], [ "Department of Education, Sport and Culture", "2" ], [ "Department of Environment Food and\nAgriculture", "1" ], [ "Department of Home Affairs", "2" ] ], "row_count": 4, "col_count": 2 } ] }, { "case_id": 4290373, "title": "External Validators", "authority": "Department of Education, Sport and Culture", "date_received": "2024-12-03", "outcome": "Upheld - partial", "summary": "A requester asked for full external validation reports and the quality assurance framework used by Tribal for Manx schools since January 2024, but the Department of Education, Sport and Culture only provided parent summaries. The Information Commissioner upheld the complaint partially, ruling that exemptions for personal data and future publication were incorrectly applied to the withheld documents.", "key_facts": [ "The Department of Education, Sport and Culture withheld full reports from external validators Tribal, providing only summaries addressed to parents.", "The authority incorrectly applied Section 20 (personal data) and Section 41 (information for future publication) exemptions to withhold the reports and framework.", "The quality assurance framework was publicly stated to be published in July 2025, invalidating the claim that it was solely for future publication.", "The external validation process began in January 2024 using an Ofsted adapted framework.", "The Information Commissioner's review outcome was 'Upheld - partial' on 2025-07-04." ], "data_mentioned": [ "January 2024", "July 2025", "2025-07-04", "2024-12-03", "10 pages", "2 documents", "Section 20", "Section 41" ], "exemptions_cited": [ "Section 20 (Personal data)", "Section 41 (Information for future publication)" ], "tables": [ { "headers": [ "School", "Parent Information Link" ], "rows": [ [ "QEII", "https://qe2.sch.im/pages/index/view/id/148/2024%20Validation%20Summary" ], [ "Ballakermeen", "https://bhs.sch.im/blog/index/view/id/447/External%20Validation" ], [ "CRHS", "https://crhs.sch.im/pages/index/view/id/365/Validation" ], [ "St Ninians", "https://snhs.sch.im/pages/index/view/id/50/Policies%20%26%20Validation%20Reports" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "", "" ], "rows": [ [ "St Mary’s RC", "https://stmarys.sch.im/pages/index/view/id/1244/Parent%20and%20Carer%20Validation%20Summary" ], [ "Kewaigue", "https://kewaigue.sch.im/pages/index/view/id/24/Quality%20Assurance%20Report%20-\n%20Kewaigue%20School" ], [ "Peel\nClothworkers", "https://peelclothworkers.sch.im/pages/index/view/id/67/2024%20Validation%20Summary" ], [ "Victoria Road", "https://victoriaroad.sch.im/site/uploads/pages/145/_media/20240611_0e460701/External_Validation_Information_2024.pdf" ], [ "Onchan", "https://onchan.sch.im/pages/index/view/id/182/Validation%20Summary%202024" ], [ "Laxey", "https://laxey.sch.im/pages/index/view/id/143/Our%20Quality%20Assurance" ], [ "Cronk Y\nBerry", "https://cyb.sch.im/pages/index/view/id/146/Quality%20Assurance" ], [ "Scoill Yn\nJubilee", "https://syj.sch.im/pages/index/view/id/45/Quality%20Assurance%20Report%20-\n%20Scoill%20yn%20Jubilee" ], [ "Marown", "https://marown.sch.im/pages/index/view/id/40/External%20Validation" ], [ "Willaston", "https://willaston.sch.im/pages/index/view/id/107/Our%20Quality%20Assurance" ], [ "Andreas", "https://andreas.sch.im/pages/index/view/id/404/School%20Quality%20Assurance%20Visit%20October%202024" ], [ "Education\nService\nEnglish as an\nadditional\nlanguage", "https://www.gov.im/media/1384396/parent-and-carer-information-eal-service-final.pdf" ] ], "row_count": 12, "col_count": 2 } ] }, { "case_id": 4294229, "title": "Access Arrangements - External Examinations 2023-24", "authority": "Department of Education, Sport and Culture", "date_received": "2024-12-03", "outcome": "Upheld - partial", "summary": "A request was made for access arrangement policies and statistics for external examinations across Isle of Man secondary schools for the 2023-24 academic year. The Department of Education partially upheld the request, providing some policies and data while citing that certain information was not held or was already publicly accessible.", "key_facts": [ "The request covered five schools: Ballakermeen High, Castle Rushen High, Ramsey Grammar, St Ninian's High, and Queen Elizabeth II High.", "Castle Rushen High School provided specific counts of external requests for access arrangements (65 for Year 11, 24 for Year 13).", "Several schools stated they did not hold specific data on the number of requests made or granted for access arrangements.", "Ballakermeen High School's policy was deemed reasonably accessible via their website rather than provided directly.", "Some data regarding scribe usage was redacted because the number of pupils was less than five." ], "data_mentioned": [ "2023-24", "2024-12-03", "2025-03-28", "65", "24", "297", "211", "145", "65", "162", "119", "159", "138", "40", "21", "16", "7", "72", "18", "107", "131" ], "exemptions_cited": [ "Section 20 (Information already reasonably accessible)", "Section 25(b)(i) & (ii) (Redaction for less than five pupils)", "Information not held or cannot be found after reasonable steps" ], "tables": [ { "headers": [ "Role", "" ], "rows": [ [ "SENCo", "" ], [ "Exams Officer", "" ], [ "IT manager", "" ] ], "row_count": 3, "col_count": 2 } ] }, { "case_id": 4300673, "title": "School On Roll Data", "authority": "Department of Education, Sport and Culture", "date_received": "2024-12-05", "outcome": "All information sent", "summary": "The request sought combined school on-roll data and SEN-specific information for all schools on the Isle of Man. The Department of Education provided the combined on-roll data and primary school SEN data, while secondary school SEN data was deemed reasonably accessible via a previous FOI response.", "key_facts": [ "The request was received on 2024-12-05 and concluded on 2024-12-18.", "Combined school on-roll data for 2024 was provided as an attachment.", "Primary school SEN data for 2024/25 was provided as an attachment.", "Secondary school SEN data was not provided directly but referenced via Case ID 4099666.", "The response cites Section 20 of the Freedom of Information Act 2015 regarding information already reasonably accessible." ], "data_mentioned": [ "2024-12-05", "2024-12-18", "4300673", "4099666", "2024/25", "Section 20", "2061", "2000", "2002", "2055", "2203", "2021", "2004", "2007", "2050", "3102", "2204", "2026", "2028", "2201", "2015", "2005", "2048", "2057", "2024", "2027", "2011", "2052", "2047", "2063", "2062", "2054", "2013", "3100", "3000" ], "exemptions_cited": [ "Section 20 of the Freedom of Information Act 2015 (Information reasonably accessible)" ], "tables": [ { "headers": [ "", "", "", "FSP", "", "KS1", "", "", "", "KS2", "", "", "", "", "", "", "", "KS3", "", "", "", "", "", "KS4", "", "", "", "KS5", "", "", "", "", "", "School Totals", "", "" ], "rows": [ [ "DFES", "IoM", "PRIMARY", "R", "", "1", "", "2", "", "3", "", "4", "", "5", "", "6", "", "7", "", "8", "", "9", "", "10", "", "11", "", "12", "", "13", "", "14", "", "", "", "" ], [ "", "", "SCHOOL", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "M", "4", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "Roll", "M", "F" ], [ "2061", "2", "Anagh Coar School", "5", "12", "5", "8", "5", "6", "7", "7", "8", "10", "9", "4", "8", "10", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "104", "47", "57" ], [ "2000", "3", "Andreas School", "8", "5", "6", "8", "15", "2", "2", "3", "6", "4", "3", "9", "3", "6", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "80", "43", "37" ], [ "2002", "4", "Arbory Primary School", "9", "7", "16", "13", "12", "14", "7", "11", "13", "15", "12", "10", "9", "13", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "161", "78", "83" ], [ "2055", "5", "Ashley Hill Primary School", "18", "14", "12", "14", "21", "13", "19", "15", "19", "23", "20", "16", "19", "14", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "237", "128", "109" ], [ "2203", "8", "Ballacottier School", "16", "13", "9", "8", "19", "12", "11", "14", "15", "16", "21", "19", "17", "5", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "195", "108", "87" ], [ "2021", "10", "Ballasalla Primary School", "17", "17", "9", "6", "22", "10", "14", "13", "10", "11", "10", "7", "12", "9", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "167", "94", "73" ], [ "2004", "11", "Ballaugh Primary School", "5", "10", "4", "0", "2", "6", "1", "2", "5", "4", "4", "7", "4", "3", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "57", "25", "32" ], [ "2007", "12", "Braddan Primary School", "8", "7", "8", "11", "4", "7", "11", "8", "9", "12", "11", "9", "12", "7", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "124", "63", "61" ], [ "2050", "13", "Bunscoill Ghaelgagh", "3", "8", "5", "9", "6", "0", "3", "6", "4", "2", "5", "1", "4", "8", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "64", "30", "34" ], [ "3102", "1", "Bunscoill Rhumsaa", "35", "29", "30", "25", "28", "37", "44", "36", "23", "22", "36", "38", "33", "36", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "452", "229", "223" ], [ "2204", "14", "Cronk-Y-Berry School", "11", "18", "21", "17", "23", "22", "21", "17", "23", "30", "27", "25", "15", "17", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "287", "141", "146" ], [ "2026", "15", "Dhoon Primary School", "7", "6", "5", "7", "3", "7", "5", "7", "3", "4", "9", "4", "6", "6", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "79", "38", "41" ], [ "2028", "17", "Foxdale Primary School", "5", "5", "4", "5", "6", "3", "5", "10", "7", "3", "5", "3", "5", "9", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "75", "37", "38" ], [ "2201", "16", "Henry Bloom Noble", "22", "22", "28", "26", "19", "25", "27", "19", "34", "36", "32", "32", "30", "31", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "383", "192", "191" ], [ "2015", "18", "Jurby Community Primary School", "1", "2", "1", "1", "4", "4", "2", "7", "6", "4", "3", "2", "2", "3", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "42", "19", "23" ], [ "2005", "19", "Kewaigue School", "2", "8", "5", "8", "4", "5", "7", "10", "4", "10", "8", "11", "8", "8", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "98", "38", "60" ], [ "2048", "20", "Laxey Primary School", "10", "7", "11", "20", "11", "10", "12", "16", "16", "14", "20", "10", "20", "13", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "190", "100", "90" ], [ "2057", "21", "Manor Park Primary School", "6", "5", "6", "6", "5", "10", "3", "4", "4", "4", "6", "7", "7", "2", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "75", "37", "38" ], [ "2024", "22", "Marown Primary School", "13", "12", "17", "4", "11", "11", "10", "11", "15", "6", "15", "9", "16", "11", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "161", "97", "64" ], [ "2027", "23", "Michael School", "3", "2", "3", "2", "5", "6", "7", "4", "11", "9", "1", "9", "8", "7", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "77", "38", "39" ], [ "2011", "25", "Onchan Primary School", "21", "16", "24", "28", "20", "24", "27", "21", "26", "25", "22", "24", "30", "18", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "326", "170", "156" ], [ "2052", "26", "Peel Clothworkers Primary School", "20", "26", "31", "28", "25", "26", "26", "23", "35", "30", "27", "29", "31", "28", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "385", "195", "190" ], [ "2047", "27", "Rushen Primary School", "19", "21", "12", "10", "15", "11", "14", "12", "18", "21", "20", "19", "19", "21", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "232", "117", "115" ], [ "2063", "28", "Scoill Phurt Le Moirrey", "8", "12", "13", "9", "14", "14", "13", "14", "10", "7", "10", "10", "16", "14", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "164", "84", "80" ], [ "2062", "29", "Scoill Vallajeelt", "9", "9", "5", "9", "9", "12", "9", "14", "16", "11", "13", "11", "15", "13", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "155", "76", "79" ], [ "2054", "9", "Scoill yn Jubilee", "19", "30", "17", "19", "22", "25", "21", "21", "25", "27", "22", "19", "26", "20", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "313", "152", "161" ], [ "2013", "30", "St John's Primary School", "10", "4", "9", "5", "11", "6", "8", "6", "8", "5", "10", "5", "8", "11", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "106", "64", "42" ], [ "3100", "31", "St Mary's RC School", "21", "20", "29", "22", "13", "18", "22", "24", "23", "12", "15", "13", "19", "15", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "266", "142", "124" ], [ "3000", "32", "St Thomas's C of E School", "3", "3", "5", "6", "6", "6", "4", "4", "7", "3", "7", "8", "5", "7", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "74", "37", "37" ], [ "2019", "33", "Sulby Primary School", "6", "5", "12", "9", "11", "14", "5", "13", "13", "6", "11", "9", "11", "11", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "136", "69", "67" ], [ "2033", "34", "Victoria Road Primary School", "7", "19", "7", "6", "18", "1", "13", "17", "12", "9", "12", "10", "19", "14", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "164", "88", "76" ], [ "2053", "35", "Willaston Primary School", "14", "9", "9", "12", "7", "10", "5", "10", "8", "12", "3", "13", "8", "10", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "130", "54", "76" ], [ "", "", "", "361", "383", "378", "361", "396", "377", "385", "399", "436", "407", "429", "402", "445", "400", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "5559", "2830", "2729" ], [ "", "", "", "744", "", "739", "", "773", "", "784", "", "843", "", "831", "", "845", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 36, "col_count": 36 }, { "headers": [ "DFES", "IoM", "SECONDARY", "R", "", "1", "", "2", "", "3", "", "4", "", "5", "", "6", "", "7", "", "8", "", "9", "", "10", "", "11", "", "12", "", "13", "", "14", "", "School Totals", "", "" ], "rows": [ [ "", "", "SCHOOL", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "M", "F", "Roll", "M", "F" ], [ "4001", "", "BHS", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "114", "103", "129", "109", "119", "149", "142", "154", "128", "130", "48", "58", "48", "47", "", "", "1478", "728", "750" ], [ "4002", "", "CRHS", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "87", "68", "92", "83", "76", "71", "70", "77", "88", "86", "49", "63", "35", "53", "", "", "998", "497", "501" ], [ "4003", "", "QEII", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "77", "78", "80", "65", "89", "80", "78", "70", "102", "76", "33", "40", "23", "36", "", "", "927", "482", "445" ], [ "4004", "", "RGS", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "93", "79", "81", "85", "89", "81", "103", "75", "94", "93", "41", "36", "31", "25", "4", "1", "1011", "536", "475" ], [ "4005", "", "SNHS", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "127", "106", "118", "97", "111", "93", "105", "119", "127", "104", "54", "61", "34", "47", "", "", "1303", "676", "627" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "498", "434", "500", "439", "484", "474", "498", "495", "539", "489", "225", "258", "171", "208", "4", "1", "5717", "2919", "2798" ], [ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "932", "", "939", "", "958", "", "993", "", "1028", "", "483", "", "379", "", "5", "", "", "", "" ] ], "row_count": 8, "col_count": 36 } ] }, { "case_id": 4310017, "title": "Review of SPCs", "authority": "Department of Education, Sport and Culture", "date_received": "2024-12-09", "outcome": "Information not held", "summary": "The request sought details on independent inspections of Specialist Provision Centres (SPCs) and terms of reference for a review into Additional Educational Needs (AEN). The authority provided links to validation reports for seven schools but stated it does not hold information regarding the specific AEN review details requested.", "key_facts": [ "Seven schools with Specialist Provision Centres have completed the external validation process to date.", "The external validation process is being implemented via a phased approach.", "The pilot phase of the validation process is scheduled to complete in January 2025.", "The Department of Education, Sport and Culture does not hold information regarding the terms of reference or timescales for the AEN review.", "Parent information from validation visits is available on individual school websites." ], "data_mentioned": [ "15 schools", "7 schools", "2024-12-09", "2024-12-20", "January 2025", "4310017" ], "exemptions_cited": [ "Information not held" ], "tables": [ { "headers": [ "School", "Validation Report Link" ], "rows": [ [ "QEII", "2024 Validation Summary" ], [ "Peel Clothworkers'", "2024 Validation Summary" ], [ "Castle Rushen", "Validation" ], [ "Ballakermeen", "External Validation" ], [ "Onchan", "Validation Summary 2024" ], [ "Cronk Y Berry", "Quality Assurance" ], [ "St Ninian's", "External Validation Report Published" ] ], "row_count": 7, "col_count": 2 } ] }, { "case_id": 4310249, "title": "Kensington arts", "authority": "Department of Education, Sport and Culture", "date_received": "2024-12-10", "outcome": "Not upheld", "summary": "The requester asked for details on inclusivity for disabled children at Kensington Arts and copies of any equality impact assessments. The Department of Education, Sport and Culture confirmed that no such assessments exist for the service, and the internal review upheld the refusal to provide them.", "key_facts": [ "The request concerned inclusivity measures for children with physical or learning disabilities at Kensington Arts.", "The Department conducted a reasonable search but found no equality impact assessment or similar document for the service.", "The internal review concluded that the complaint was not upheld.", "The requester was advised to contact the Department directly outside the FOI process for further discussion.", "The outcome date for the review was 27 January 2025." ], "data_mentioned": [ "2024-12-10", "2024-12-18", "2024-12-19", "2025-01-27", "4310249", "5", "2", "01624 685808" ], "exemptions_cited": [], "tables": [ { "headers": [ "Summary of Process", "Date" ], "rows": [ [ "1. Request received", "10th December 2024" ], [ "2. Response sent", "18th December 2024" ], [ "2. Review requested", "19th December 2024" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "Statutory Considerations", "Outcomes" ], "rows": [ [ "1. Did the public authority respond to your request within the required timescales?", "1. Yes the public authority answered your request within the statutory time limit." ], [ "2. Did the public authority provide the information requested?", "2. No, the public authority did not provide the information requested and did not seek further clarification from you of what was required." ], [ "3. Did the public authority conduct a reasonable search for the information?", "3. Yes, the public authority did conduct a reasonable search for the information." ], [ "4. If the public authority did not provide the information because of the application of a practical refusal reason, was the refusal clear?", "4. The application of a practical refusal reason was clear." ], [ "5. If the public authority applied an exemption was it correct and was it explained?", "5. No exemption was necessary." ], [ "6. Did the public authority offer appropriate advice and assistance?", "6. Yes the public authority did offer appropriate advice." ], [ "7. Did the public authority advise you of the internal review process and your right of appeal to the Information Commissioner?", "7. Yes the public authority did advise you of the internal review process and your right of appeal to the Information Commissioner." ] ], "row_count": 7, "col_count": 2 } ] }, { "case_id": 4324289, "title": "University destination data", "authority": "Department of Education, Sport and Culture", "date_received": "2024-12-17", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture disclosed a list of university destinations and course types for Isle of Man students receiving financial support for the 2024-2025 academic year. The response provided full details across 24 pages, covering institutions ranging from local colleges to international universities.", "key_facts": [ "The request covered students receiving any form of financial support, including fee loans, from the DESC.", "Data was provided for the 2024-2025 academic year.", "The response included 24 pages of information across 2 documents.", "Destinations included a mix of UK universities (e.g., Durham, Cambridge, Edge Hill) and international institutions (e.g., Australian National University, Albert Ludwig University of Freiburg).", "Course types ranged from Art & Design and Nursing to Law, Engineering, and Social Sciences." ], "data_mentioned": [ "2024-2025", "2024-12-17", "2024-12-20", "24", "2" ], "exemptions_cited": [], "tables": [ { "headers": [ "Institution", "Course Type" ], "rows": [ [ "Aberystwyth University", "Art & Design" ], [ "Aberystwyth University", "Humanities" ], [ "Aberystwyth University", "Politics and international studies" ], [ "Albert Ludwig University of Freiburg", "Economics and econometrics" ], [ "Albert Ludwig University of Freiburg", "criminology" ], [ "Arts Educational Schools", "Humanities" ], [ "Arts University Bournemouth", "Art & Design" ], [ "Australian National University", "Accountancy and Finance" ], [ "Bangor University", "Earth marine and environmental sciences" ], [ "Bangor University", "Modern languages" ], [ "Bangor University", "Humanities" ], [ "Bath Spa University", "Fashion" ], [ "Bath Spa University", "Humanities" ], [ "BIMM - Brighton", "Music dance drama and performing arts" ], [ "BIMM - Manchester", "Business and management studies" ], [ "BIMM - Manchester", "Music dance drama and performing arts" ], [ "Bishop Burton College", "Sports science and leisure studies" ], [ "Bishop Burton College", "Sports science and leisure studies" ], [ "Blackpool and the Fylde College", "General engineering" ], [ "Bournemouth University", "medical sciences" ], [ "Brunel University London", "History" ], [ "Canterbury Christ Church University", "Nursing and allied health professions" ], [ "Cardiff University", "Other" ], [ "Cardiff University", "Languages and Linguistics" ], [ "Cardiff University", "Other" ], [ "Cardiff University", "Economics and econometrics" ], [ "Cardiff University", "Law" ], [ "Centre of Alternative Technology", "Social Science" ], [ "City University London", "Politics and international studies" ], [ "Coventry University", "Art & Design" ], [ "Coventry University", "Art & Design" ], [ "Cumbria University", "Education including teaching" ], [ "De Montfort University", "Art & Design" ], [ "Downing College - Cambridge", "History" ], [ "Durham University", "Archaeology" ], [ "Durham University", "Humanities" ], [ "Durham University", "Humanities" ], [ "Durham University", "Social Science" ], [ "Durham University", "Business and management studies" ], [ "Durham University", "Classics" ], [ "Edge Hill University", "criminology" ], [ "Edge Hill University", "criminology" ], [ "Edge Hill University", "Education including teaching" ], [ "Edge Hill University", "Education including teaching" ], [ "Edge Hill University", "Education including teaching" ], [ "Edge Hill University", "Social work and social policy" ], [ "Edge Hill University", "Nursing and allied health professions" ], [ "Edge Hill University", "Nursing and allied health professions" ], [ "Edge Hill University", "Social work and social policy" ], [ "Edge Hill University", "English language and literature" ], [ "Edge Hill University", "Education including teaching" ], [ "Edge Hill University", "Music dance drama and performing arts" ], [ "Edge Hill University", "Education including teaching" ], [ "Edge Hill University", "Earth marine and environmental sciences" ], [ "Edge Hill University", "Education including teaching" ], [ "Edge Hill University", "Education including teaching" ], [ "Edge Hill University", "Education including teaching" ], [ "Edge Hill University", "Business and management studies" ], [ "Edge Hill University", "Law" ], [ "Edge Hill University", "Health and community studies" ], [ "Edge Hill University", "Nursing and allied health professions" ], [ "Edge Hill University", "Nursing and allied health professions" ], [ "Edge Hill University", "medical sciences" ], [ "Edge Hill University", "Business and management studies" ], [ "Edge Hill University", "Geography and environmental studies" ], [ "Edge Hill University", "Sports science and leisure studies" ], [ "Edge Hill University", "criminology" ], [ "Edge Hill University", "Information technology systems sciences and computer software engineering" ], [ "Edge Hill University", "criminology" ], [ "Edge Hill University", "Psychology and Behavioural Sciences" ], [ "Edge Hill University", "History" ], [ "Edge Hill University", "History" ], [ "Edge Hill University", "Education including teaching" ], [ "Edge Hill University", "Education including teaching" ], [ "Edge Hill University", "Education including teaching" ], [ "Edge Hill University", "Business and management studies" ], [ "Edge Hill University", "Sports science and leisure studies" ], [ "Edge Hill University", "Biosciences" ], [ "Edge Hill University", "Nursing and allied health professions" ], [ "Edge Hill University", "Geography and environmental studies" ], [ "Edge Hill University", "Education including teaching" ], [ "Edge Hill University", "Information technology systems sciences and computer software engineering" ], [ "Futureworks Media School", "Music dance drama and performing arts" ], [ "Grounded Learning Ltd", "Psychology and Behavioural Sciences" ], [ "Harper Adams University", "Veterinary science" ], [ "Hereford College of Arts", "Art & Design" ], [ "Hereford College of Arts", "Art & Design" ], [ "Heriot-Watt University Edinburgh", "Chemical engineering" ], [ "Hugh Baird University Centre", "Other" ], [ "John Moores University", "Architecture built environment and planning" ], [ "John Moores University", "Fashion" ], [ "John Moores University", "Biosciences" ], [ "John Moores University", "Architecture built environment and planning" ], [ "John Moores University", "Architecture built environment and planning" ], [ "John Moores University", "Business and management studies" ], [ "John Moores University", "Media studies" ], [ "John Moores University", "Sports science and leisure studies" ], [ "John Moores University", "General engineering" ], [ "John Moores University", "Law" ], [ "John Moores University", "Law" ], [ "John Moores University", "Business and management studies" ], [ "John Moores University", "History" ], [ "John Moores University", "Business and management studies" ], [ "John Moores University", "Sports science and leisure studies" ], [ "John Moores University", "Education including teaching" ], [ "John Moores University", "Anthropology and development studies" ], [ "John Moores University", "Social Science" ], [ "John Moores University", "Law" ], [ "John Moores University", "Sports science and leisure studies" ], [ "John Moores University", "Sports science and leisure studies" ], [ "John Moores University", "Art & Design" ], [ "John Moores University", "Business and management studies" ], [ "John Moores University", "Law" ], [ "Keele University", "" ] ], "row_count": 114, "col_count": 2 } ] }, { "case_id": 4339037, "title": "Student nurses", "authority": "Manx Care", "date_received": "2024-12-27", "outcome": "Some information sent but not all held", "summary": "The requester asked for historical data on student nurses trained on the Isle of Man and their subsequent employment status. Manx Care provided statistics for the years 2018 to 2023 but could not supply data for 2024 or the total since inception as it was not yet processed or held.", "key_facts": [ "Manx Care does not hold data for 2024 as it has not yet been processed.", "The authority could not provide cumulative figures for nurses trained since the inception of the program.", "Data was provided for the years 2018 through 2023.", "In 2021, two nurses left the island and two did not practice as nurses.", "All other years reported zero nurses leaving the island or not practicing." ], "data_mentioned": [ "2018: 12 trained, 6 employed on island, 18 left island, 0 didn't practice", "2019: 13 trained, 4 employed on island, 17 left island, 0 didn't practice", "2020: 15 trained, 5 employed on island, 19 left island, 1 didn't practice", "2021: 14 trained, 6 employed on island, 16 left island, 2 didn't practice", "2022: 13 trained, 4 employed on island, 17 left island, 0 didn't practice", "2023: 15 trained, 5 employed on island, 20 left island, 0 didn't practice", "2024-12-27", "2025-01-23", "4339037" ], "exemptions_cited": [ "Information not held or cannot be found after taking reasonable steps", "Data for 2024 has not yet been processed" ], "tables": [ { "headers": [ "Number of\nNurses\ntrained", "Adult", "Mental\nHealth", "Number\nemployed\non Island", "Number left Island", "Didn’t\npractice\nas a\nnurse" ], "rows": [ [ "2018", "12", "6", "18", "0", "0" ], [ "2019", "13", "4", "17", "0", "0" ], [ "2020", "15", "5", "19", "1", "0" ], [ "2021", "14", "6", "16", "2", "2" ], [ "2022", "13", "4", "17", "0", "0" ], [ "2023", "15", "5", "20", "0", "0" ] ], "row_count": 6, "col_count": 6 } ] }, { "case_id": 4339569, "title": "Settlement Agreements", "authority": "Department of Education, Sport and Culture", "date_received": "2024-12-31", "outcome": "Some information sent but part exempt", "summary": "The requester asked for the total number, reasons, and compensation figures for Settlement Agreements issued by the Department of Education, Sport and Culture since September 2021, along with a blank template. The authority disclosed the total count and annual compensation totals but withheld specific reasons for individual agreements due to data protection exemptions.", "key_facts": [ "13 Settlement Agreements were issued between September 2021 and December 2024.", "Specific reasons for settlements were withheld to prevent identification of individuals.", "Total compensation figures were provided broken down by financial year.", "A blank template was not provided as agreements must be brokered by the Manx Industrial Relations Service (MIRS).", "The public interest test favored withholding personal data over transparency in this instance." ], "data_mentioned": [ "13", "01 September 2021", "30 December 2024", "£8,901.50", "£75,595.89", "£9,203.46", "£11,819.25", "09/2021 - 04/2022", "05/2022 - 04/2023", "05/2023 - 04/2024", "05/2024 – 04/2025" ], "exemptions_cited": [ "Section 8 of the Data Protection Act 2002 (Personal Data)", "Section 39 of the Freedom of Information Act 2015 (Qualified Exemption)" ], "tables": [ { "headers": [ "Year", "Total Value" ], "rows": [ [ "09/2021 - 04/2022", "£8,901.50" ], [ "05/2022 - 04/2023", "£75,595.89" ], [ "05/2023 - 04/2024", "£9,203.46" ], [ "05/2024 – 04/2025", "£11,819.25" ] ], "row_count": 4, "col_count": 2 } ] }, { "case_id": 4371057, "title": "Heating in Schools", "authority": "Department of Education, Sport and Culture", "date_received": "2025-01-14", "outcome": "Some information sent but part exempt", "summary": "The request sought details on heating status, temperatures, internal communications, and parent complaints for Isle of Man high schools during the first week of January 2025. The Department of Education confirmed heating was operational with specific temperature ranges, disclosed summaries of complaints, and provided internal communications with some redactions for personal data.", "key_facts": [ "All high school heating was on during the week commencing 6th January 2025.", "Temperature set points ranged from 19° to 21°.", "Castle Rushen High School experienced a temporary boiler issue lasting approximately 2 hours.", "St Ninian’s High School (Lower School) had a system fault affecting some areas until the end of the week.", "Two parental complaints and one comment regarding heating were received during the first week of term." ], "data_mentioned": [ "6th January 2025", "14 January 2025", "19° - 21°", "2 hours", "two parental complaints", "one comment", "4371057" ], "exemptions_cited": [ "Section 25(b)(i) & (ii) of the Act (absolutely exempt personal information)", "Data Protection (Application of GDPR) Order 2018 Article 5" ], "tables": [ { "headers": [ "School", "Status (Week commencing 6th January 2025)", "Temperature Set Point", "Incidents/Notes" ], "rows": [ [ "All High Schools", "Heating was on", "19° - 21°", "N/A" ], [ "Castle Rushen High School", "Operational (with temporary issue)", "19° - 21°", "Temporary issue with one boiler reported and remedied quickly. Approximately 2 hours of non-functionality; portable heaters deployed to affected areas." ], [ "St Ninian's High School (Lower School)", "Operational (with fault)", "19° - 21°", "Fault with lower school system meant some areas were not up to set temperature. Department of Infrastructure engineers sent; system operating fully by end of week." ] ], "row_count": 3, "col_count": 4 }, { "headers": [ "Category", "Count", "Summary of Feedback" ], "rows": [ [ "Complaints", "2", "1. Parent asked if heating was on or turned down; child reported being cold despite appropriate clothing. 2. Parent reported child said there was no heating; referenced social media post; asked about legal minimum temperature requirements." ], [ "Comments", "1", "Parent requested that if heating is not functioning, coats should be allowable in the classroom." ] ], "row_count": 2, "col_count": 3 } ] }, { "case_id": 4378733, "title": "Numbers of year 5 pupils in Primary Schools", "authority": "Department of Education, Sport and Culture", "date_received": "2025-01-16", "outcome": "All information sent", "summary": "A request was made for the number of Year 5 pupils at four specific primary schools on the Isle of Man, and the Department of Education provided the current enrollment figures for all requested schools.", "key_facts": [ "Anagh Coar currently has 13 Year 5 pupils, expected to rise to 14.", "Scoill Yn Jubilee has 38 Year 5 pupils.", "Henry Bloom Noble has 66 Year 5 pupils.", "St Mary's Primary School has 30 Year 5 pupils.", "Anagh Coar Year 5 pupils are in a mixed-age class with Year 6 totaling 31 students." ], "data_mentioned": [ "13", "14", "31", "32", "38", "66", "30", "2025-01-16", "2025-01-29", "4378733" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "Year 5 Pupils (Current)", "Year 5 Pupils (Soon)", "Additional Notes" ], "rows": [ [ "Anagh Coar", "13", "14", "Mixed age class with Year 6 (31 pupils currently, soon 32)" ], [ "Scoill Yn Jubilee", "38", "-", "-" ], [ "Henry Bloom Noble", "66", "-", "-" ], [ "St Mary's Primary School", "30", "-", "-" ] ], "row_count": 4, "col_count": 4 } ] }, { "case_id": 4401117, "title": "Equality Act 2017 - Complaints to DESC/Schools", "authority": "Department of Education, Sport and Culture", "date_received": "2025-01-27", "outcome": "All information sent", "summary": "The request sought statistics on Equality Act 2017 complaints against the Department of Education, Sport and Culture and its schools. The Department disclosed that Primary Schools had no such complaints, Secondary Schools could not provide data without creating new records, and the Department itself received specific complaints between 2022 and 2024.", "key_facts": [ "Primary Schools reported zero complaints regarding protected characteristics under the Equality Act 2017.", "Secondary Schools refused to provide data as they do not maintain a central complaints database and compiling it would require new research.", "The Department received no equality-related complaints between 2019 and 2022.", "In 2022, one complaint regarding equality of provision was upheld.", "In 2023, four complaints were received involving dyslexia, disabled student allowance, barriers to education, and staff comments." ], "data_mentioned": [ "2019-2022: Nil complaints", "2022: One complaint upheld", "2023: Four complaints received", "2024: One complaint received", "Case ID: 4401117", "Date received: 2025-01-27", "Outcome date: 2025-02-19" ], "exemptions_cited": [ "Information would require research or analysis of existing records, which the Department is not required to do under the Act." ], "tables": [ { "headers": [ "Year", "Number of Complaints", "Nature of Complaint", "Outcome", "Action Taken" ], "rows": [ [ "2019-2022", "0", "N/A", "N/A", "N/A" ], [ "2022", "1", "Equality of provision", "Upheld", "Upheld by the Department and School" ], [ "2023", "1", "Dyslexia", "Partially upheld", "N/A" ], [ "2023", "1", "Disabled student allowance", "Upheld/Resolved", "Resolved by the Department" ], [ "2023", "1", "Disability - barrier to education", "Upheld/Resolved", "Resolved by the Department" ], [ "2023", "1", "Staff comment related to equality", "Not upheld", "N/A" ], [ "2024", "1", "Disability - barrier to learning", "Not upheld", "N/A" ] ], "row_count": 7, "col_count": 5 } ] }, { "case_id": 4417585, "title": "Off Island School Trips on Steam Packet Crossings", "authority": "Department of Education, Sport and Culture", "date_received": "2025-02-03", "outcome": "Some information sent but part exempt", "summary": "The request sought details on off-island school trips affected by revised Steam Packet Company adult-to-child ratios, including planned trips, cancellations, risk assessments, and correspondence. The Department of Education, Sport and Culture disclosed data on planned and cancelled trips for primary and secondary schools but withheld risk assessments and correspondence, citing partial exemptions.", "key_facts": [ "The Steam Packet Company revised its children's group travel safety policy effective 19th February 2025.", "Ballakermeen High School cancelled a Barcelona trip and four Liverpool day trips due to the new ratio requirements.", "Ramsey Grammar School cannot run a planned day trip for 150 students as it would require 31 staff members, impacting on-island staffing.", "St Ninian's High School reported that no records of cancelled trips are held because the policy change made them unviable to book.", "Information regarding risk assessments and correspondence between the Department and schools/unions was not fully disclosed." ], "data_mentioned": [ "40 students (Ballakermeen Barcelona trip)", "100 students (Ballakermeen Liverpool trips)", "150 students (Ramsey Grammar day trip)", "16 staff (Ramsey Grammar planned trip)", "31 staff (Ramsey Grammar required)", "50 students (Ramsey Grammar History trip)", "6 staff (Ramsey Grammar History trip)", "3rd February 2025 (Request received date)", "19th February 2025 (Policy effective date)", "28th February 2025 (Response date)" ], "exemptions_cited": [ "Part exempt (specific exemption clauses not detailed in the provided text)" ], "tables": [ { "headers": [ "Trip", "Destination", "No of Students" ], "rows": [ [ "Barcelona Trip – Trip to\nBarcelona as part of Enrichment\nWeek", "IOM to Liverpool Return", "40" ], [ "Day Trip to Liverpool as part of\nEnrichment Week", "IOM to Liverpool", "100" ], [ "Day Trip to Liverpool as part of\nEnrichment Week", "IOM to Liverpool", "100" ], [ "Day Trip to Liverpool as part of\nEnrichment Week", "IOM to Liverpool", "100" ], [ "Day Trip to Liverpool as part of\nEnrichment Week", "IOM to Liverpool", "100" ] ], "row_count": 5, "col_count": 3 } ] }, { "case_id": 4450637, "title": "School capacity", "authority": "Department of Education, Sport and Culture", "date_received": "2025-02-17", "outcome": "Upheld - partial", "summary": "A requester sought data on school capacities, mobile classroom usage, and replacement plans across the Isle of Man, resulting in a partial disclosure of mobile classroom inventories but withholding specific capacity figures and strategic planning details.", "key_facts": [ "The Department of Education, Sport and Culture provided a list of mobile classrooms for various primary and secondary schools.", "The Information Commissioner upheld the request partially, confirming the authority conducted a reasonable search.", "The requester challenged the data accuracy, noting missing mobile classrooms at QEII High School and Willaston Primary School.", "Specific information regarding maximum school capacities and current enrollment numbers was not fully disclosed in the provided text.", "Plans to replace aging mobile classrooms or build new schools in overcapacity areas were not detailed in the response." ], "data_mentioned": [ "2025-02-17", "2025-04-04", "2025-03-05", "2025-03-06", "4450637", "9 pages", "3 documents", "40 years", "May-03", "Apr-02", "Sep-02", "Jan-04", "Feb-01", "Apr-02", "Jul-03", "Dec-02", "Aug-02", "Aug-04", "Feb-04", "Mar-03" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "No", "S", "D", "Type", "Toilets", "Colour", "Date approval started" ], "rows": [ [ "", "", "", "", "", "", "", "" ], [ "Arbory", "1", "", "1", "Double Classroom", "Yes", "Green", "May-03" ], [ "Ashley Hill", "1", "1", "", "Nursery Unit", "Yes", "Grey", "Apr-02" ], [ "Ballasalla", "1", "0", "", "Single Classroom", "No", "Grey", "-" ], [ "", "", "", "", "Single Classroom", "Yes", "Red", "" ], [ "Ballaugh", "1", "1", "", "Single Classroom", "Yes", "Grey", "Sep-02" ], [ "Braddan", "1", "1", "", "Single Classroom", "Yes", "Green", "-" ], [ "Bunscoill, St John's", "1", "1", "", "Single Classroom", "No", "Grey", "-" ], [ "Dhoon", "-", "1", "", "Single Classroom", "?", "Green", "" ], [ "Jubillee - Murray's Road site", "-", "", "", "-", "-", "-", "-" ], [ "Jurby", "1", "1", "", "Nursery Unit", "Yes", "Grey", "Apr-02" ], [ "Kewaigue", "2", "2", "", "Single Classroom", "Yes", "Green", "Jan-04" ], [ "", "", "", "", "Single Classroom", "?", "?", "" ], [ "Manor Park", "1", "", "1", "Double classroom", "Yes", "Green", "-" ], [ "Peel Clothworkers'", "1", "1", "", "Nursery Unit", "Yes", "Green", "Feb-01" ], [ "Rushen", "1", "1", "", "Nursery Unit", "Yes", "Grey", "-" ], [ "Willaston", "1", "1", "", "Nursery Unit", "Yes", "Grey", "Apr-02" ], [ "Secondary Schools", "", "", "", "", "", "", "" ], [ "School", "No", "", "", "Type", "Toilets", "Colour", "Date acquired" ], [ "", "", "", "", "", "", "", "" ], [ "Ballakermeen High School", "3", "", "3", "Double Classroom", "Yes", "Green", "Apr-02" ], [ "", "", "", "", "Double Classroom", "Yes", "Green", "Apr-02" ], [ "", "", "", "", "Double Classroom", "Yes", "Green", "?" ], [ "", "", "", "", "", "", "", "" ], [ "", "1", "1", "", "Single Classroom", "Yes", "Green", "" ], [ "", "1", "1", "", "Single Classroom", "Yes", "Green", "" ], [ "Castle Rushen High School", "3", "3", "", "Double Classroom", "Yes", "White", "Jul-03" ], [ "", "", "", "", "Storage Unit", "No", "Grey", "Dec-02" ], [ "", "", "", "", "Storage Unit", "No", "Grey", "Dec-02" ], [ "", "", "", "", "", "", "", "" ], [ "Queen Elizabeth II High School", "1", "", "1", "-", "-", "", "-" ], [ "Ramsey Grammar school (East)", "3", "", "", "Double Classroom", "Yes", "Green", "Aug-02" ], [ "", "", "2", "", "Single Classroom", "Yes", "Green", "Aug-04" ], [ "", "", "", "", "Storage Unit", "No", "Biege", "Feb-04" ], [ "Ramsey Grammar school (West)", "2", "2", "", "Single Classroom", "Yes", "Green", "Aug-02" ], [ "", "", "", "", "Single Classroom", "Yes", "Green", "-" ], [ "St Ninians High School", "1", "", "1", "Double Classroom", "Yes", "Sandstone", "Mar-03" ], [ "", "1", "", "1", "Double Classroom", "No", "Green", "?" ] ], "row_count": 38, "col_count": 8 } ] }, { "case_id": 4461833, "title": "Fire Risk Assessments in Schools", "authority": "Department of Education, Sport and Culture", "date_received": "2025-02-20", "outcome": "Some information sent but part exempt", "summary": "The requester asked for fire risk assessment reports and fire extinguisher discharge statistics for all island schools. The Department of Education withheld the risk assessments citing safety exemptions but provided discharge data for secondary schools only.", "key_facts": [ "Fire risk assessments and safety policies were withheld under Section 36 of the Act to prevent endangering individuals.", "The Department only provided data for secondary schools due to the substantial compilation required for the full request.", "St Ninians High School reported one accidental or deliberate fire extinguisher discharge in the 2024/25 academic year.", "Four other secondary schools reported zero discharges for the same period.", "The public interest test determined that safeguarding children and staff outweighed the interest in transparency." ], "data_mentioned": [ "2025-02-20", "2025-03-24", "2024/25", "0", "1", "4461833" ], "exemptions_cited": [ "Section 36 of the Act (Prejudice to safety of individuals)" ], "tables": [ { "headers": [ "School", "Number of accidental/deliberate\ndischarge (Academic Year 2024/25)" ], "rows": [ [ "Ballakermeen High School", "0" ], [ "Castle Rushen High School", "0" ], [ "Queen Elizabeth II High School", "0" ], [ "Ramsey Grammar High School", "0" ], [ "St Ninians High School", "1" ] ], "row_count": 5, "col_count": 2 } ] }, { "case_id": 4466253, "title": "Year 7 Baseline Assessment Tests 2024-25", "authority": "Department of Education, Sport and Culture", "date_received": "2025-02-21", "outcome": "All information sent", "summary": "The request sought Year 7 baseline assessment data for Island secondary schools for the 2024-25 academic year, including reading ages and cognitive ability test results. The Department of Education, Sport and Culture disclosed all requested information, providing a detailed dataset of individual student scores across verbal, quantitative, non-verbal, and spatial domains.", "key_facts": [ "The request was made to the Department of Education, Sport and Culture on 2025-02-21.", "The outcome was 'All information sent' on 2025-03-20.", "The response included 26 pages and 8 documents containing individual student assessment data.", "Data covers Reading Age, Verbal, Quantitative, Non-verbal, and Spatial profiles for 36 students.", "Specific test metrics such as Standard Age Scores (SAS), National Percentile Ranks (NPR), and Stanines were provided." ], "data_mentioned": [ "2025-02-21", "2025-03-20", "26 pages", "8 documents", "36 students", "Reading Age 6.1 to 17", "Verbal SAS 76 to 125", "Quantitative SAS 75 to 139", "Non-verbal SAS 79 to 116", "Spatial SAS 76 to 124" ], "exemptions_cited": [], "tables": [ { "headers": [ "Name", "Yr7\nReading\nAge\n2024", 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"title": "Imposition of VAT on Private School Fees", "authority": "Treasury", "date_received": "2025-03-03", "outcome": "Not upheld", "summary": "The request sought assessments, projections, and correspondence regarding the potential imposition of VAT on private school fees in the Isle of Man following UK Labour Party proposals. The Treasury disclosed internal correspondence with King William's College and the Buchan School discussing the existential threat of the policy and planned inter-departmental meetings to consider mitigation strategies.", "key_facts": [ "The request was made following a Treasury press release on 1st August 2024 regarding the removal of VAT exemption for private school fees.", "King William's College and the Buchan School identified the potential 20% VAT imposition as an existential threat to their operations.", "The Minister for the Treasury proposed a meeting between the Treasury and the Department for Enterprise to establish high-level policy criteria.", "Discussions are planned to involve the Department for Education, Sport and Culture to support independent education viability.", "The FOI case outcome was 'Not upheld' as of 23 June 2025." ], "data_mentioned": [ "2025-06-23", "2025-03-03", "1st August 2024", "20 May 2024", "23 January 2023", "12 January 2023", "16 months", "20%", "19th", "20th", "07 August 2024", "109 pages", "4 documents", "4485917" ], "exemptions_cited": [ "s.25", "s.30" ], "tables": [ { "headers": [ "s.25", "", "", "", "", "", "", "", "" ], "rows": [ [ "s.25", "", "", "", "", "", "", "", "" ], [ "s.25", "-HMT", "s.25", "", "", "", "", ";", "s.25" ], [ "s.25", "", "", ";", "s.25", "-HMT", "s.25", "", "" ], [ "s.25", "", "", "", "", "", "", "", "" ] ], "row_count": 4, "col_count": 9 }, { "headers": [ "Doc no.", "Exemption engaged", "Notes" ], "rows": [ [ "1", "Section 25", "1 email removed – out of scope" ], [ "2", "Section 25\nSection 30", "Attached to email in document 1\nSome wording removed – out of scope" ], [ "3", "Section 25", "Attached to email in document 1\nSome wording removed – out of scope" ], [ "4", "Section 25", "Attached to email in document 1" ], [ "5", "Section 25", "" ], [ "6", "Section 25", "" ], [ "7", "Section 25", "Attached to email in document 6 (31/07/2024\n10:32)" ], [ "8", "Section 25", "Attached to email in document 6 (31/07/2024\n10:32)" ], [ "9", "Section 25", "" ], [ "10", "Section 25\nSection 30", "" ], [ "11", "Section 25", "3 emails removed – out of scope" ] ], "row_count": 11, "col_count": 3 }, { "headers": [ "Doc no.", "Exemption engaged", "Notes" ], "rows": [ [ "1", "Section 25", "" ], [ "2", "Section 25", "Attached to email in document 1" ], [ "3", "Section 25", "" ], [ "4", "Section 25", "Final email removed – duplicate of document 2" ], [ "5", "Section 25", "" ], [ "6", "None", "" ], [ "7", "None", "2 emails removed – duplicate of document 6" ], [ "8", "Section 25", "4 emails removed – duplicate of document 4" ], [ "9", "None", "2 emails removed – duplicate of document 6" ], [ "10", "None", "" ], [ "11", "None", "" ], [ "12", "Section 25", "5 emails removed – duplicate of document 4" ], [ "13", "None", "9 emails removed – duplicate of document 12" ], [ "14", "Section 25", "" ] ], "row_count": 14, "col_count": 3 }, { "headers": [ "15", "Section 25\nSection 35", "" ], "rows": [ [ "16", "None", "" ], [ "17", "Section 25", "" ], [ "18", "Section 25", "" ], [ "19", "None", "Attached to email in document 18" ], [ "20", "None", "1 email removed – duplicate of document 18" ], [ "21", "Section 25", "1 email removed – duplicate of document 18" ], [ "22", "None", "Some wording removed – out of scope" ], [ "23", "Section 25", "Some wording removed – out of scope" ], [ "24", "Section 25", "" ], [ "25", "None", "1 email removed – out of scope" ], [ "26", "None", "1 email removed – duplicate of document 3" ] ], "row_count": 11, "col_count": 3 } ] }, { "case_id": 4486949, "title": "Pupil characteristics 2024/25", "authority": "Department of Education, Sport and Culture", "date_received": "2025-03-03", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture responded to a request for pupil characteristics across Isle of Man schools for the 2024/25 academic year, disclosing data on Free School Meals, Additional Educational Needs (AEN), and English as an Additional Language (EAL). The response provided detailed breakdowns by school and support category, though some specific classifications like neurodivergence were not explicitly detailed in the provided tables.", "key_facts": [ "Data covers the 2024/25 academic year with nominal roll figures from September 2024.", "AEN data is categorized into Additional Support, Additional Support Plus, Complex Needs (mainstream), and Complex Needs (SPC).", "Ballakermeen school amalgamated Additional Support and Additional Support Plus categories in their reporting.", "Bunscoill Ghaelgagh reported no statistics for EAL pupils.", "The request included data on FSM, EAL, AEN, specific learning difficulties, and neurodivergence, with the latter two not fully tabulated in the response." ], "data_mentioned": [ "Case ID: 4486949", "Date received: 2025-03-03", "Outcome date: 2025-03-26", "Jurby FSM percentage: 57.14%", "Manor Park FSM percentage: 53.33%", "Willaston FSM percentage: 47.69%", "Bunscoill Rhumsaa FSM percentage: 24.34%", "St John's FSM percentage: 24.53%", "Scoill Phurt Le Moirrey FSM percentage: 25.00%", "Ballakermeen total roll: 1478", "St Ninians total roll: 1303", "Anagh Coar Additional Support: 19", "Ashley Hill Additional Support: 64", "Rhumsaa Additional Support: 67", "Ballakermeen Complex Needs (mainstream): 47", "Castle Rushen Additional Support Plus: 82" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "", "", "", "" ], "rows": [ [ "", "", "", "", "" ], [ "", "Additional", "Additional Support", "Complex Needs", "Complex Need (SPC)" ], [ "", "Support", "Plus", "(mainstream)", "" ], [ "Anagh Coar", "19", "9", "12", "0" ], [ "Andreas", "7", "11", "1", "0" ], [ "Arbory", "15", "4", "2", "1" ], [ "Ashley Hill", "64", "7", "5", "0" ], [ "Ballacottier", "11", "12", "4", "17" ], [ "Ballasalla", "21", "5", "14", "0" ], [ "Ballaugh", "5", "3", "0", "0" ], [ "Braddan", "21", "9", "3", "0" ], [ "Bunscoill Ghaelgagh", "18", "5", "0", "0" ], [ "Cronk-y-Berry", "52", "12", "10", "13" ], [ "Dhoon", "10", "2", "2", "0" ], [ "Foxdale", "6", "3", "3", "0" ], [ "Henry Bloom Noble", "50", "20", "13", "20" ], [ "Jurby", "9", "12", "8", "0" ], [ "Kewaigue", "5", "1", "2", "0" ], [ "Laxey", "41", "16", "4", "0" ], [ "Manor Park", "12", "10", "4", "6" ], [ "Marown", "9", "13", "0", "0" ], [ "Michael", "15", "10", "3", "0" ], [ "Onchan", "47", "4", "10", "17" ], [ "Peel Clothworkers", "35", "24", "5", "14" ], [ "Rhumsaa", "67", "19", "20", "23" ], [ "Rushen", "31", "10", "10", "16" ], [ "Scoill Phurt Le Moirrey", "11", "9", "11", "14" ], [ "Scoill Vallajeelt", "5", "5", "9", "0" ], [ "Scoill yn Jubilee Infants", "24", "10", "7", "0" ], [ "St Johns", "17", "21", "1", "13" ], [ "St Marys", "19", "8", "13", "0" ], [ "St Thomas", "17", "5", "6", "0" ], [ "Sulby", "19", "15", "4", "0" ], [ "Victoria Road", "13", "32", "8", "0" ], [ "Willaston", "37", "12", "9", "0" ] ], "row_count": 35, "col_count": 5 }, { "headers": [ "School", "", "", "", "" ], "rows": [ [ "", "", "", "", "" ], [ "", "Additional Support", "Additional Support Plus", "Complex needs", "Complex needs (SPC)" ], [ "", "", "", "(mainstream)", "" ], [ "", "", "", "", "" ], [ "Ballakermeen", "273", "0", "47", "15" ], [ "Castle Rushen", "122", "82", "34", "10" ], [ "QE2", "93", "77", "19", "9" ], [ "RGS", "104", "54", "31", "20" ], [ "St Ninians", "112", "55", "51", "13" ], [ "", "", "", "", "" ], [ "", "", "", "", "" ] ], "row_count": 11, "col_count": 5 }, { "headers": [ "Primary School", "Totals on roll\nSept 2024", "% EAL in\nschool" ], "rows": [ [ "Anagh Coar", "104", "10" ], [ "Andreas", "80", "4" ], [ "Arbory", "161", "2" ], [ "Ashley Hill", "237", "4" ], [ "", "", "" ], [ "Ballacottier", "195", "12" ], [ "Ballasalla", "169", "7" ], [ "Ballaugh", "57", "4" ], [ "Braddan", "124", "15" ], [ "B Ghaelgagh", "64", "No stats" ], [ "Bunscoill Rhumsaa", "452", "5" ], [ "", "", "" ], [ "Cronk y B", "287", "22" ], [ "Dhoon", "79", "1" ], [ "Foxdale", "75", "0" ], [ "HBN", "383", "36" ], [ "Jurby", "42", "0" ], [ "Kewaigue", "98", "6" ], [ "", "", "" ], [ "Laxey", "190", "3" ], [ "Manor Park", "75", "1" ], [ "Marown", "161", "7" ], [ "Michael", "77", "1" ], [ "Onchan", "326", "6" ], [ "Peel CW", "385", "7" ], [ "Rushen", "232", "6" ], [ "", "", "" ], [ "Scoill Phurt le\nMoirrey", "164", "4" ], [ "Scoill Vallajeelt", "155", "14" ], [ "Scoill yn Jubilee", "313", "16" ], [ "St John’s", "106", "4" ], [ "St Mary’s", "266", "39" ], [ "St Thomas’", "74", "7" ], [ "Sulby", "136", "2" ], [ "Victoria Road", "164", "5" ], [ "Willaston", "130", "2" ], [ "", "", "%" ] ], "row_count": 37, "col_count": 3 }, { "headers": [ "SECONDARY SCHOOLS", "Total on roll\nSept 2024", "% EAL" ], "rows": [ [ "Ballakermeen", "1484", "18" ], [ "Castle Rushen", "945", "3" ], [ "QEII", "928", "3" ], [ "Ramsey Grammar", "1004", "2" ], [ "St Ninian’s", "1303", "5" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "Primary area of need", "Primary school pupils", "Secondary school pupils" ], "rows": [ [ "Literacy", "376", "308" ], [ "Numeracy", "64", "19" ], [ "Motor skills", "26", "7" ], [ "Social Communication", "288", "230" ], [ "Self-regulation", "137", "199" ] ], "row_count": 5, "col_count": 3 } ] }, { "case_id": 4497297, "title": "School pupil intake", "authority": "Department of Education, Sport and Culture", "date_received": "2025-03-07", "outcome": "All information sent", "summary": "The request sought pupil intake and out-of-catchment acceptance figures for Onchan and Ashley Hill Primary Schools, as well as island-wide out-of-catchment data for the past three years. The Department of Education provided specific reception intake numbers for the two schools but did not include the requested out-of-catchment statistics in the response.", "key_facts": [ "Reception intake for Ashley Hill Primary School was 27 in 2023/24, 33 in 2024/25, and 27 in 2025/26.", "Reception intake for Onchan Primary School was 53 in 2023/24, 39 in 2024/25, and 40 in 2025/26.", "The 2025/26 figures for Onchan include a note that 2 catchment pupils had not yet registered as of March 7, 2025.", "The response did not provide the requested data regarding out-of-catchment acceptances for the specific schools or island-wide.", "The request was received on March 7, 2025, and the response was issued on March 10, 2025." ], "data_mentioned": [ "27", "33", "53", "39", "40", "2023/24", "2024/25", "2025/26", "2025-03-07", "2025-03-10", "4497297" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "Academic Year", "Reception Intake", "Notes" ], "rows": [ [ "Ashley Hill Primary School", "2023/24", "27", "" ], [ "Ashley Hill Primary School", "2024/25", "33", "" ], [ "Ashley Hill Primary School", "2025/26", "27", "*Current number as of Friday 7th March. May change if families relocate." ], [ "Onchan Primary School", "2023/24", "53", "" ], [ "Onchan Primary School", "2024/25", "39", "" ], [ "Onchan Primary School", "2025/26", "40", "*Current number as of Friday 7th March. 2 pupils in catchment have not yet registered." ] ], "row_count": 6, "col_count": 4 } ] }, { "case_id": 4504501, "title": "Kewaigue Primary School capacity", "authority": "Department of Education, Sport and Culture", "date_received": "2025-03-11", "outcome": "All information sent", "summary": "A request was made for current and projected student numbers and capacity details for Kewaigue Primary School. The Department of Education disclosed specific enrollment figures and overall capacity but refused to provide year group capacity data, citing that it is already reasonably accessible via published guidance.", "key_facts": [ "Current numbers on roll for Kewaigue Primary School are 101.", "Expected numbers on roll for September 2025 are 100.", "The school's permanent overall capacity is 93.", "Reception class size for September 2025 is 27, split as 15 and 12 in a mixed reception and Year 1 arrangement.", "Year group capacity information was withheld as it is considered reasonably accessible to the public." ], "data_mentioned": [ "101", "100", "27", "15", "12", "93", "2025-03-11", "2025-03-12", "September 2025", "4504501" ], "exemptions_cited": [ "Section 20 of the Freedom of Information Act 2015 (Information reasonably accessible)" ], "tables": [ { "headers": [ "Question", "Response" ], "rows": [ [ "1) The current numbers on roll for Kewaigue Primary School", "101" ], [ "2) The expected numbers on roll for Kewaigue in September 2025", "100" ], [ "3) The expected numbers for reception year group for September 2025", "Class size is 27: 15 + 12 as part of a mixed reception and Year 1." ], [ "4) School capacity overall", "Kewaigue Primary School's permanent capacity is 93." ], [ "5) Year group capacity", "Information not provided directly; see Department's Guidance notes for out of catchment area requests." ] ], "row_count": 5, "col_count": 2 } ] }, { "case_id": 4516765, "title": "School statistics", "authority": "Department of Education, Sport and Culture", "date_received": "2025-03-18", "outcome": "Some information sent but part exempt", "summary": "The requester asked for reception class numbers and out-of-catchment student statistics for Anagh Coar and Ballacottier Primary Schools for the last three years and 2025. The authority provided 2025 expected numbers and directed the requester to a public website for historical data, citing that such information is already reasonably accessible.", "key_facts": [ "Historical school roll data is published annually and is considered reasonably accessible under Section 20 of the Act.", "Anagh Coar Primary School has a potential intake of 17 pupils for Reception in September 2025.", "Ballacottier Primary School has 21 children registered for September 2025, comprising 19 mainstream and 2 in Specialist Provision Centre.", "The authority did not provide specific historical out-of-catchment statistics in the letter, referring instead to the open data portal.", "The request was received on 18 March 2025 and closed on 3 April 2025." ], "data_mentioned": [ "17 pupils", "21 children", "19 mainstream", "2 Specialist Provision Centre", "2025-03-18", "2025-04-03", "September 2025", "4516765" ], "exemptions_cited": [ "Section 20 of the Act (Information already reasonably accessible)" ], "tables": [ { "headers": [ "School", "Year", "Reception Class Details" ], "rows": [ [ "Anagh Coar Primary School", "2025", "Potentially 17 pupils" ], [ "Ballacottier Primary School", "2025", "21 Children registered (19 in mainstream, 2 in Specialist Provision Centre)" ] ], "row_count": 2, "col_count": 3 } ] }, { "case_id": 4525889, "title": "Ballakermeen - numbers of EAL and SEN pupils", "authority": "Department of Education, Sport and Culture", "date_received": "2025-03-19", "outcome": "Some information sent but part exempt", "summary": "A request for EAL and SEN pupil numbers, staff details, and budget for Ballakermeen High School was partially fulfilled, with specific roll and language data provided while EAL/SEN counts and budget figures were withheld due to unavailability.", "key_facts": [ "EAL and SEN pupil numbers for September 2024 and 2025 were not available at the time of response.", "The school does not record nationality but collects first language data for non-English speakers.", "There is one full-time dedicated EAL Principal Education Support Officer (PESO) at the school.", "Four supply EAL assistants support the school on a one-day-per-week basis.", "The EAL support team serves approximately 40 students." ], "data_mentioned": [ "74", "37", "29", "14", "11", "10", "9", "7", "6", "40", "2025-03-19", "2025-04-16", "4486949", "4525889" ], "exemptions_cited": [ "Information not held by the school (nationality data)", "Information not available at the time of response (EAL/SEN counts)", "Redaction of figures for five or less pupils to protect privacy" ], "tables": [ { "headers": [ "First Language", "Number of pupils" ], "rows": [ [ "Tagalog/Filipino", "74" ], [ "Polish", "37" ], [ "Bulgarian", "29" ], [ "Chinese", "14" ], [ "Thai", "11" ], [ "Afrikaans", "10" ], [ "Shona", "9" ], [ "Romanian", "7" ], [ "Malay/Indonesian", "6" ], [ "Malayam", "6" ], [ "Spanish", "[Redacted – Information relating to five\no r less pupils]" ], [ "Urdu", "[Redacted – Information relating to five\no r less pupils]" ], [ "Tamil", "[Redacted – Information relating to five\no r less pupils]" ], [ "Portuguese", "[Redacted – Information relating to five\no r less pupils]" ], [ "Arabic", "[Redacted – Information relating to five" ] ], "row_count": 15, "col_count": 2 }, { "headers": [ "Hungarian", "[Redacted – Information relating to five\no r less pupils]" ], "rows": [ [ "Greek", "[Redacted – Information relating to five\no r less pupils]" ], [ "Other African", "[Redacted – Information relating to five\no r less pupils]" ], [ "Other Middle Eastern", "[Redacted – Information relating to five\no r less pupils]" ], [ "Other European", "7" ], [ "Other South East Asian", "6" ] ], "row_count": 5, "col_count": 2 } ] }, { "case_id": 4536109, "title": "IOM Primary Schools: Pupil Progress - Data & Analysis 22/23 & 23/24", "authority": "Department of Education, Sport and Culture", "date_received": "2025-03-24", "outcome": "Some information sent but part exempt", "summary": "The request sought pupil progress data and performance analysis for Isle of Man primary schools for the 2022/23 and 2023/24 academic years. The Department of Education, Sport and Culture released partial information, including specific progress statistics for Andreas, Ballacottier, and Ballasalla schools, while withholding some data under exemptions.", "key_facts": [ "The request covered all Island Primary Schools except Dhoon, Laxey, and Willaston for academic years 22/23 and 23/24.", "Data includes achievement against prior attainment by subject (English, Reading, Writing, S&L, Science, Maths) and year group.", "Performance assessments categorize schools as 'Highly Effective', 'Effective', or 'Requires Improvement' based on sub-level progress.", "Andreas School data shows 64 pupils in the 22/23 cohort with varying progress percentages across subjects.", "Ballasalla Primary School achieved a 'Highly Effective' overall judgement for Key Stage 1 in July 2023." ], "data_mentioned": [ "43.8", "20.3", "56.3", "79.7", "64", "65", "80%", "65-79%", "93%", "100%", "55%", "44%", "2022/23", "2023/24", "2025-03-24", "2025-05-29" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "English", "", "Reading", "", "Wri2ng", "", "S&L", "", "Science", "", "Maths", "" ], "rows": [ [ "", "No. of pupils", "%age Pupils", "No. of pupils", "%age Pupils", "No. of pupils", "%age Pupils", "No. of pupils", "%age Pupils", "No. of pupils", "%age Pupils", "No. of pupils", "%age Pupils" ], [ "0 Sub levels 0\npoints progress", "", "", "", "", "", "", "6", "9.4", "11", "17.2", "6", "9.4" ], [ "1 Sub level 2\npoints progress", "25", "39.1", "9", "14.1", "27", "42.2", "25", "39.1", "23", "35.9", "24", "37.5" ], [ "2 Sub levels 4\npoints progress", "30", "46.9", "40", "62.5", "25", "39.1", "23", "35.9", "29", "45.3", "21", "32.8" ], [ "3 Sub levels 6\npoints progress", "", "", "10", "15.6", "7", "10.9", "7", "10.9", "", "", "11", "17.2" ], [ "4 Sub levels 8\npoints Progress", "", "", "", "", "", "", "", "", "0", "0.0", "", "" ], [ "5 Sub levels 10\npoints Progress", "0", "0.0", "0", "0.0", "0", "0.0", "0", "0.0", "0", "0.0", "0", "0.0" ], [ "6 Sub levels 12\npoints Progress", "0", "0.0", "0", "0.0", "0", "0.0", "0", "0.0", "0", "0.0", "0", "0.0" ], [ "", "64", "100.0", "64", "100.0", "64", "100.0", "64", "100.0", "64", "100.0", "64", "100.0" ] ], "row_count": 9, "col_count": 13 }, { "headers": [ "", "English", "", "Reading", "", "", "", "Wri2ng", "", "", "S&L", "", "Science", "", "Maths", "", "", "" ], "rows": [ [ "", "No. of pupils", "%age Pupils", "No. of pupils", "", "", "%age Pupils", "No. of pupils", "", "%age Pupils", "No. of pupils", "%age Pupils", "No. of pupils", "%age Pupils", "No. of pupils", "", "", "%age Pupils" ], [ "0 Sub levels 0\npoints progress", "", "", "12", "", "", "18.8", "18", "", "28.6", "11", "17.2", "6", "9.5", "", "", "", "" ], [ "1 Sub level 2\npoints progress", "28", "43.8", "27", "", "", "42.2", "14", "", "22.2", "19", "29.7", "24", "38.1", "27", "", "", "42.9" ], [ "2 Sub levels 4\npoints progress", "27", "42.2", "17", "", "", "26.6", "28", "", "44.4", "29", "45.3", "23", "36.5", "27", "", "", "42.9" ], [ "3 Sub levels 6\npoints progress", "", "", "", "", "", "", "", "", "", "", "", "10", "15.9", "6", "", "", "9.5" ], [ "4 Sub levels 8\npoints Progress", "0", "0.0", "", "", "", "", "0", "", "0.0", "0", "0.0", "0", "0.0", "0", "", "", "0.0" ], [ "5 Sub levels 10\npoints Progress", "0", "0.0", "0", "", "", "0.0", "0", "", "0.0", "0", "0.0", "0", "0.0", "0", "", "", "0.0" ], [ "6 Sub levels 12\npoints Progress", "0", "0.0", "0", "", "", "0.0", "", "", "", "", "0.0", "0", "0.0", "0", "", "", "0.0" ], [ "", "64", "100.0", "", "", "", "100.0", "", "", "", "", "", "", "", "", "", "", "100.0" ] ], "row_count": 9, "col_count": 18 }, { "headers": [ "Across Key Stage 1\n(Y1 and Y2)", "", "" ], "rows": [ [ "Achievment\nDescriptor", "%", "Number of Sub\nlevels progress" ], [ "Highly Effective", "80%", "3 or more" ], [ "Effective", "65-79%", "3 or more" ], [ "Requires\nImprovment", "Below 65%", "3 or more" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "Across Key Stage 2\n(Y3, Y4, Y5 and Y6)", "", "" ], "rows": [ [ "Achievment\nDescriptor", "%", "Number of Sub\nlevels progress" ], [ "Highly Effective", "80%", "6 or more" ], [ "Effective", "65-79%", "6 or more" ], [ "Requires\nImprovment", "Below 65%", "6 or more" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "Across Key Stage 1\n(Y1 and Y2)", "", "" ], "rows": [ [ "Achievment\nDescriptor", "%", "Number of Sub\nlevels progress" ], [ "Highly Effective", "80%", "3 or more" ], [ "Effective", "65-79%", "3 or more" ], [ "Requires\nImprovment", "Below 65%", "3 or more" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "Across Key Stage 2\n(Y3, Y4, Y5 and Y6)", "", "" ], "rows": [ [ "Achievment\nDescriptor", "%", "Number of Sub\nlevels progress" ], [ "Highly Effective", "80%", "6 or more" ], [ "Effective", "65-79%", "6 or more" ], [ "Requires\nImprovment", "Below 65%", "6 or more" ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "Key Stage 1 July 2023", "Children making 3 or 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"col_count": 2 } ] }, { "case_id": 4548953, "title": "Headteachers' Reports to Governing Bodies (Selected Schools)", "authority": "Department of Education, Sport and Culture", "date_received": "2025-03-31", "outcome": "Upheld - partial", "summary": "The request sought Headteachers' Reports for Island Secondary and Executive Primary Schools for the 2023-24 academic year, and the response partially upheld the request by disclosing the January 2024 report for Castle Rushen High School.", "key_facts": [ "Castle Rushen High School had a total roll of 919 students in January 2024, an increase of 28 from the previous year.", "School attendance averaged 87.0% during the October to December 2023 reporting period.", "There were 20 students on modified timetables not receiving full-time education.", "Significant maintenance works were completed including storm damage repairs, kitchen extractor remedial works, and vandalism repairs to toilets.", "The school anticipates a large Year 7 cohort of over 150 pupils starting in September 2024." ], "data_mentioned": [ "919 students", "increase of 28", "170 Year 7 students", "87.0% attendance", "20 students on modified timetables", "25 hours/week", "January 2024", "October 2023 – December 2023", "September 2024", "150 pupils" ], "exemptions_cited": [], "tables": [ { "headers": [ "CRHS School Roll – January 2024", "" ], "rows": [ [ "Year 7", "170" ], [ "Year 8", "144" ], [ "Year 9", "141" ], [ "Year 10", "172" ], [ "Year 11", "169" ], [ "Year 12 + 13", "212" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "Subject", "Y10", "M%", "F%" ], "rows": [ [ "Art", "43", "23%", "77%" ], [ "ASDAN", "10", "40%", "60%" ], [ "Business", "78", "63%", "37%" ], [ "Computer Science", "15", "87%", "13%" ], [ "Drama", "32", "25%", "75%" ], [ "Events", "14", "14%", "86%" ], [ "Food", "17", "82%", "18%" ], [ "French", "10", "20%", "80%" ], [ "Geography", "51", "57%", "43%" ], [ "Global Perspectives", "26", "38%", "62%" ], [ "Graphics", "17", "65%", "35%" ], [ "Health & Social Care", "34", "3%", "97%" ], [ "History", "90", "47%", "53%" ], [ "IT", "17", "71%", "29%" ], [ "Key Skills", "11", "73%", "27%" ], [ "Music", "16", "38%", "63%" ], [ "PE", "54", "59%", "41%" ], [ "Product Design", "8", "88%", "13%" ], [ "Separate Science", "24", "46%", "54%" ], [ "Spanish", "12", "50%", "50%" ], [ "Textiles", "17", "0%", "100%" ], [ "Woodwork", "15", "87%", "13%" ], [ "UCM courses", "34", "53%", "47%" ] ], "row_count": 23, "col_count": 4 }, { "headers": [ "Subject", "Y12", "", "M%", "", "", "F%", "", "", "Notes" ], "rows": [ [ "Art", "6", "", "", "", "", "", "", "", "Stacked with Y13 (Y12 and Y13 taught together)" ], [ "Biology", "11", "", "18%", "", "", "82%", "", "", "" ], [ "Business", "6", "", "83%", "", "", "17%", "", "", "" ], [ "Chemistry", "10", "", "40%", "", "", "60%", "", "", "50% taught by QEII" ], [ "Computer Science", "", "", "", "", "", "", "", "", "100% taught by QEII" ], [ "Criminology", "19", "", "47%", "", "", "53%", "", "", "" ], [ "Economics", "11", "", "64%", "", "", "36%", "", "", "" ], [ "English Literature", "15", "", "13%", "", "", "87%", "", "", "" ], [ "French", "", "", "", "", "", "", "", "", "100% taught by QEII" ], [ "Further Maths", "", "", "", "", "", "", "", "", "100% taught by RGS (mostly online)" ], [ "Geography", "15", "", "67%", "", "", "33%", "", "", "" ], [ "Global Perspectives", "8", "", "25%", "", "", "75%", "", "", "" ], [ "Health & Social Care", "33", "", "9%", "", "", "91%", "", "", "" ], [ "History", "20", "", "60%", "", "", "40%", "", "", "" ] ], "row_count": 14, "col_count": 10 }, { "headers": [ "IT", "6", "", "83%", "", "", "17%", "", "", "Stacked with Y13 (Y12 and Y13 taught together)" ], "rows": [ [ "Maths", "10", "", "60%", "", "", "40%", "", "", "" ], [ "Music", "", "", "", "", "", "", "", "", "Stacked with Y13 (Y12 and Y13 taught together)" ], [ "PE", "16", "", "31%", "", "", "69%", "", "", "" ], [ "Performing Arts", "9", "", "11%", "", "", "89%", "", "", "Stacked with Y13 (and 50% taught by QEII)" ], [ "Physics", "", "", "", "", "", "", "", "", "100% taught by QEII" ], [ "Product Design", "5", "", "80%", "", "", "20%", "", "", "" ], [ "Psychology", "7", "", "14%", "", "", "86%", "", "", "" ], [ "Sociology", "", "", "", "", "", "", "", "", "100% taught by QEII" ], [ "Textiles", "", "", "", "", "", "", "", "", "Stacked with Y13 (Y12 and Y13 taught together)" ] ], "row_count": 9, "col_count": 10 }, { "headers": [ "Metric", "CRHS" ], "rows": [ [ "Total number of students on Year 11 roll", "114" ], [ "Number taking up/in full time education in a School sixth form", "52" ], [ "Number taking up/in full time education at UCM", "32" ], [ "Number in Employment", "12" ], [ "Number in Employment with training (eg apprenticeship)", "" ], [ "", "" ], [ "Number unemployed seeking employment", "6" ], [ "Number unemployed not seeking employment", "0" ], [ "*Other – please specify", "6\nSixth Forms in the UK,\nSixth Form in Ireland.\napplication to UCM for" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ] ], "row_count": 14, "col_count": 2 } ] }, { "case_id": 4587906, "title": "Grant/Loan of Public Money to King William's College", "authority": "Department for Enterprise", "date_received": "2025-04-14", "outcome": "Not upheld", "summary": "The requester sought details regarding a £2.2 million loan to King William's College, but the authority responded with an unrelated letter demanding unpaid ground rent arrears for a Freeport property.", "key_facts": [ "The FOI request concerned a c£2.2 million loan to King William's College.", "The response provided was a letter regarding unpaid rent for Building D at the Freeport.", "The response letter is dated 31st March 2026, which is after the outcome date of 2025-06-26.", "The authority stated no ground rent payments had been received for the past six years.", "The case outcome was recorded as 'Not upheld'." ], "data_mentioned": [ "c£2.2 million", "2025-04-14", "2025-06-26", "31st March 2026", "21/04/23", "11th February", "£46,685.00", "24th December, 2019", "23rd December 2026", "£280,110.00", "£336,132.00", "28 days" ], "exemptions_cited": [], "tables": [ { "headers": [ "Item", "Details" ], "rows": [ [ "Ground Rent Payable, per annum", "£46,685.00 + VAT" ], [ "Period of Arrears", "24th December, 2019 to 23rd December 2026" ], [ "Total Arrears Due", "£280,110.00 + VAT" ], [ "Total Outstanding Sum (inclusive of VAT)", "£336,132.00" ] ], "row_count": 4, "col_count": 2 } ] }, { "case_id": 4741569, "title": "Apprenticeship Scheme 2024 Eligibility and Economic Impact", "authority": "Department of Education, Sport and Culture", "date_received": "2025-06-24", "outcome": "Some information sent but not all held", "summary": "The requester sought clarification on the rationale for excluding employers with 10+ FTEs from apprenticeship incentive payments and requested economic impact studies for the construction sector. The authority disclosed that the policy change resulted from a strategic review to target funding for economic impact within existing budgets, noting that 85% of local employers are small businesses, but did not provide specific economic impact studies or risk assessments as requested.", "key_facts": [ "The Apprenticeship Scheme 2024 restricts incentive payments to employers with fewer than 10 full-time equivalent (FTE) employees.", "The policy change followed a strategic review and public consultation to target funding for maximum economic impact.", "The scheme revision was implemented within the existing cost envelope.", "Approximately 85% of employers on the Isle of Man have fewer than 10 employees.", "Standardised pay rates for eligible small employers were increased by 50%." ], "data_mentioned": [ "10 full-time equivalent employees", "85% of employers", "50% increase in pay rates", "£3 million pay bill threshold (UK Apprenticeship Levy)", "2021 apprenticeship workshop", "Thursday 15th Feb" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "" ], "rows": [ [ "", "" ], [ "", "" ], [ "‘Incentive’ payments are currently\noffered to all employers, irrespective,\nof size.", "Remove ‘incentive payments’ for all employers\nand replace with provision for employers with\nfewer than 10 full-time equivalent employees to\napply for such payments. This would release\nsome funding to accommodate progressive\nimprovements laid out above." ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "", "", "" ], "rows": [ [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "No provision to target limited funding\nto areas which would have most\neconomic impact", "", "Offer incentive payment for areas of ‘national\nimportance’, to be determined by the Skills\nBoard" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ], [ "", "", "" ] ], "row_count": 13, "col_count": 3 }, { "headers": [ "", "No. of\nApprenticeships" ], "rows": [ [ "21/22", "303" ], [ "22/23", "333" ], [ "23/24", "332" ], [ "24/25", "324 (applications)" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "", "", "", "", "for Development\nWorkers). £8.05 –\nDevelopment Worker" ], "rows": [ [ "England", "x", "√", "√", "First year apprentices\nwho are under 19 or\nbetween 19 and 24 and\nin their first year\nreceive £5.28.\nApprentices who have\ncompleted their first\nyear and are over 19\nreceive the minimum\nwage for their age (18-\n20 - £7.49; 21-22 -\n£10.18; 23 and over -\n£10.42). Rates increase\nnationally." ], [ "Scotland", "x", "√", "√", "First year apprentices\nwho are under 19 or\nbetween 19 and 24 and\nin their first year\nreceive £5.28.\nApprentices who have\ncompleted their first\nyear and are over 19\nreceive the minimum\nwage for their age (18-\n20 - £7.49; 21-22 -\n£10.18; 23 and over -\n£10.42). Rates increase\nnationally." ], [ "Wales", "x", "√", "√", "If between 16-18 or\nover 19 in the first year\nof apprenticeship paid\n£5.28 per hour (Current\nminimum hourly rate\nfor apprentices.\nOtherwise the national\nminimum wage for\nrelevant age group (16-\n17: £5.28, 18-20:\n£7.49, 21-22 £10.18,\n23+ £10.42)" ], [ "Northern\nIreland", "√", "√", "x", "Under 19 or aged 19 or\nover in first year of\napprenticeship receive\nminimum £5.28 an\nhour. Those aged over\n19 receive the relevant\nminimum wage if they\nhave completed the\nfirst year of" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "Sector", "Small", "Medium", "Large", "Very\nLarge" ], "rows": [ [ "Agriculture, Forestry & Fishing", "150", "6", "0", "0" ], [ "Engineering", "52", "7", "1", "1" ], [ "Manufacturing: Food & Drink", "60", "31", "1", "2" ], [ "Manufacturing", "43", "12", "1", "0" ], [ "Mining & Quarrying", "4", "2", "0", "0" ], [ "Construction", "721", "64", "2", "0" ], [ "Utilities", "10", "2", "0", "1" ], [ "Transport and Communications", "94", "25", "2", "1" ], [ "Wholesale Distribution", "33", "14", "0", "0" ], [ "Retail", "291", "82", "2", "4" ], [ "Banking", "2", "3", "2", "4" ], [ "Insurance", "25", "12", "2", "3" ], [ "Other Finance and Business\nServices", "711", "64", "2", "1" ], [ "ICT", "92", "16", "0", "2" ], [ "Legal and Accountancy Services", "116", "22", "2", "0" ], [ "Corporate Service Providers", "35", "41", "1", "2" ], [ "Education", "23", "10", "0", "2" ], [ "Medical and Health Service", "87", "34", "4", "2" ], [ "Other Professional Services", "404", "29", "0", "0" ], [ "Tourist Accommodation", "41", "12", "2", "0" ], [ "Catering and Entertainment", "153", "80", "1", "0" ], [ "Egaming", "23", "9", "2", "1" ], [ "Miscellaneous Services", "685", "61", "1", "0" ], [ "Public Administration", "16", "10", "0", "2" ] ], "row_count": 24, "col_count": 5 }, { "headers": [ "Chief Officer, Department of\nEducation, Sport and Culture", "Graham Kinrade", "", "", "" ], "rows": [ [ "Responsible DESC Director", "", "DESC Officer", ", Director of Educational Research and Projects", "" ], [ "Responsible Officer", "", "DESC Officer", "", "" ], [ "Minute point to be sent to:", "", "DESC Officer", "", "" ], [ "Date of meeting", "", "", "", "" ] ], "row_count": 4, "col_count": 5 }, { "headers": [ "Title of paper", "", "Review of Apprenticeships Scheme", "", "", "" ], "rows": [ [ "Purpose of the Paper:\nThe objective of this paper is to submit a new proposed scheme to replace the present Skills Development\nScheme 2007, following consultation and review, replacing it with a new “Apprenticeship Scheme”. This\npaper seeks the Department’s approval of the new scheme.", "", "", "", "", "" ], [ "What is the intention of this paper?", "", "", "", "Seek Approval", "" ], [ "Please indicate whether the below have been considered. If applicable,\nplease append or detail in paper.\n• Legislative Impact Assessment for major primary legislation\n• Public Sector Equality Duty1\n• Public Sector Climate Change Duty2\n• Privacy Impact Assessment (DPIA)", "", "", "Not applicable\nYes\nNot applicable\nYes", "", "" ], [ "Are there any legal implications?\n• Is the Department acting within its legal powers (vires)?\n• Have you sought advice from the Policy Hub Team and been provided\nassurance that you can proceed?\nPolicy Hub Team comments and signature:\nSection 32 of Education Act provides for this.", "", "", "Choose an item", "", "" ], [ "Are there any financial implications?\n• Have you sought financial advice from the DESC Finance Team and\nbeen provided assurance that you can proceed?\nFinance Team comments and signature:\nThe cost of the changes to VTAS can be contained within the overall\nenvelope of the Vocational Training and Skills Development budget.", "", "", "Yes", "", "" ], [ "", "", "", "", "", "" ], [ "Are there any HR implications?\n• Have you sought HR advice and been provided assurance that you can\nproceed?", "", "", "Choose an item", "", "" ] ], "row_count": 7, "col_count": 6 }, { "headers": [ "", "" ], "rows": [ [ "Are there any cross Government implications?\nThere are implications of these changes for Treasury and, in particular, the\nDepartment of Enterprise. Both Departments are represented on the Skills\nBoard and a representative of the Department of Enterprise (along with a\ncolleague from Chamber of Commerce and a representative of UCM) have\nbeen involved in the working party. Wider consultation, in particular with\nSkills Leads from the Business Agencies has also taken place.", "Yes" ], [ "Has our Communications Partner been advised of this proposal, where a\ncommunications plan is applicable?", "No" ], [ "", "" ] ], "row_count": 3, "col_count": 2 }, { "headers": [ "Year", "Total No of Apprenticeship\nApplications" ], "rows": [ [ "2016", "210" ], [ "2017", "271" ], [ "2018", "283" ], [ "2019", "265" ], [ "2020", "255" ], [ "2021", "245" ], [ "2022", "273" ], [ "2023 (to Nov 23)", "201" ] ], "row_count": 8, "col_count": 2 }, { "headers": [ "Accountancy", "Electrical installation", "ICT" ], "rows": [ [ "Bricklaying", "Engineering", "Motor Body Repair" ], [ "Building Technician", "Farming", "Painting & decorating" ], [ "Care for the elderly", "Fenestrating", "Plastering" ], [ "Carpentry & Joinery", "Finance", "Plumbing" ], [ "Carpet fitting", "Fishing", "Printing" ], [ "Catering", "Gardening", "Roofing" ], [ "Childcare", "Green Keeping", "Scaffolding" ], [ "Dental Nurse", "Hairdressing", "Vehicle Mechanic" ], [ "Dental technician", "Health & Beauty", "Veterinary Nurse" ], [ "Digital marketing", "Hospitality", "Wall & Floor Tiling" ], [ "Electrical engineering", "Health & Beauty", "" ] ], "row_count": 11, "col_count": 3 }, { "headers": [ "", "", "", "", "- Aged over 18 (except for\nDevelopment\nWorkers). £8.05 – Development\nWorker" ], "rows": [ [ "England", "x", "√", "√", "First year apprentices who are\nunder 19 or between 19 and 24\nand in their first year receive\n£5.28. Apprentices who have\ncompleted their first year and\nare over 19 receive the\nminimum wage for their age\n(18-20 - £7.49; 21-22 - £10.18;\n23 and over - £10.42). Rates\nincrease nationally." ], [ "Scotland", "x", "√", "√", "First year apprentices who are\nunder 19 or between 19 and 24\nand in their first year receive\n£5.28. Apprentices who have\ncompleted their first year and\nare over 19 receive the\nminimum wage for their age\n(18-20 - £7.49; 21-22 - £10.18;\n23 and over - £10.42). Rates\nincrease nationally." ], [ "Wales", "x", "√", "√", "If between 16-18 or over 19 in\nthe first year of apprenticeship\npaid £5.28 per hour (Current\nminimum hourly rate for\napprentices. Otherwise the\nnational minimum wage for\nrelevant age group (16-17:\n£5.28, 18-20: £7.49, 21-22\n£10.18, 23+ £10.42)" ], [ "Northern\nIreland", "√", "√", "x", "Under 19 or aged 19 or over in\nfirst year of apprenticeship\nreceive minimum £5.28 an\nhour. Those aged over 19\nreceive the relevant minimum\nwage if they have completed\nthe first year of apprenticeship\n(20 £7.49, 21-22 £10.18, 23+\n£10.42)." ], [ "Jersey", "x", "x", "x", "Does not appear to be based\non age, trainee rate for year 1\nis £7.87 per hour and £9.19 for\nyear 2. The minimum wage is\n£10.50." ], [ "Guernsey", "√", "√", "x", "The minimum wage (£9.50) is\nnot required for under 18 (who\nreceive £8.60) but it is for the\nconstruction and engineering\napprentices as they are\nregulated by Guernsey Building\nTrades Employer Association\n(GBTA)." ] ], "row_count": 6, "col_count": 5 }, { "headers": [ "Issue", "", "Proposed support under new scheme" ], "rows": [ [ "", "", "" ], [ "", "", "" ], [ "", "", "" ] ], "row_count": 3, "col_count": 3 }, { "headers": [ "", "" ], "rows": [ [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "No provision to target limited\nfunding to areas which would have\nmost economic impact", "Offer incentive payment for areas of\n‘national importance’, to be determined by\nthe Skills Board" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "", "" ], [ "‘Incentive’ payments are currently\noffered to all employers,\nirrespective, of size.", "Remove ‘incentive payments’ for all\nemployers and replace with provision for\nemployers with fewer than 10 full-time\nequivalent employees to apply for such\npayments. This would release some\nfunding to accommodate progressive\nimprovements laid out above." ] ], "row_count": 10, "col_count": 2 }, { "headers": [ "", "Actual" ], "rows": [ [ "2019-20", "£700,000" ], [ "2020-21", "£700,000" ], [ "2021-22", "£700,000" ], [ "2022-23", "£700,000" ], [ "2023-24", "£734,000" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "", "Actual", "Budget" ], "rows": [ [ "2018-19", "£1,931,687", "£1,490,000" ], [ "2019-20", "£,1,504,753", "£1,490,000" ], [ "2020-21", "£1,446,064", "£1,790,000" ], [ "2021-22", "£1,395,047", "£1,989,000" ], [ "2022-23", "£1,513,678", "£1,989,000" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "", "", "", "", "" ], "rows": [ [ "", "", "Number of\nApprentices", "Current\nScheme", "" ], [ "", "", "15", "27,046", "" ], [ "", "", "13", "20,780", "" ] ], "row_count": 3, "col_count": 5 }, { "headers": [ "", "", "" ], "rows": [ [ "8", "12,774", "" ], [ "8", "13,780", "" ], [ "7", "11,340", "" ], [ "7", "10,140", "" ], [ "6", "11,400", "" ], [ "6", "9,879", "" ], [ "6", "13,742", "" ], [ "6", "12,752", "" ], [ "6", "11,121", "" ], [ "5", "11,436", "" ], [ "5", "6,780", "" ], [ "5", "9,100", "" ], [ "5", "9,958", "" ], [ "5", "9,650", "" ], [ "4", "5,781", "" ], [ "4", "4,400", "" ], [ "4", "9,171", "" ], [ "4", "6,500", "" ], [ "4", "2,694", "" ], [ "4", "11,107", "" ], [ "4", "5,200", "" ], [ "4", "6,240", "" ] ], "row_count": 22, "col_count": 3 }, { "headers": [ "", "Schemes", "What is it?" ], "rows": [ [ "IOM", "VTAS", "Financial assistance to both businesses and individuals wishing to undertake vocational\ntraining. Individual limit to a maximum of £1,500 in offers during any 12 month period,\nand £15k for employers." ], [ "", "Skills\nDevelopment\nScheme", "Financial assistance paid to provide employers with a contribution towards the cost of\ntraining under the scheme, on the condition that the Department is satisfied with the\nprogress of the trainee." ], [ "England", "Apprenticeships", "Smaller employers eligible for Gov funding between 95% and 100% of training costs." ], [ "", "T Levels", "Qualifications for students aged 16-19 who have finished their GCSEs, equivalent to 3 A\nlevels. 80% in classroom 20% industry placement. Free Government Scheme. Can lead\nto an accelerated apprenticeship" ], [ "", "Skills Bootcamps", "Free courses of up to 16 weeks for adults aged 19 or over. Primarily for training at\nlevels 3-5 and level 2 in certain sectors. Co-designed with employers to respond to skills\nshortages. Employers can work with providers to develop and deliver bootcamps to fill\nvacancies. Employers contribute to cost of training if utilising boot camps to train\ncurrent employees." ], [ "Wales", "PLA Funding", "Gives learners in Wales the opportunity to study on a part time, flexible basis. Fully\nGovernment funded. Must live in Wales and be over 19." ], [ "", "Flexible Skills\nProgramme", "50% contribution towards eligible costs of approved training courses. Up to £25k can be\nclaimed for training. Business establishes the priority" ], [ "", "Apprenticeships", "Fully funded by the Welsh Government. All costs of registration, delivery and\ncertification." ], [ "", "Skills for\nEmployers and\nEmployees", "Subsidised training at targeted key sectors. Courses specific to the needs of the\nbusiness with staff assessments" ], [ "", "Agile Nation 2", "Bespoke programme funded by Welsh Government. Culture survey to benchmark the\nbusiness. Support through tailor made consultancy, range of workshops from\nrecruitment to equality & diversity. For SMEs in targeted 9 sectors" ], [ "", "Upskilling@Work", "Demand led focussed on individual requirements of team. For suitable staff and\nimplements a training plan for staff at all levels (1-6) Training on an approved list of\ncourses offered at a reduced cost, 30% for small businesses, 40% for medium and 50%\nfor large." ], [ "", "Progress for\nSuccess", "100% funding to upskill staff in recognised qualifications in the early years, childcare\nand play sectors." ], [ "", "METaL", "Work-based learning for the manufacturing sector. Technical courses at a reduced costs\nin a range of subjects. Supported by Swansea Uni to ensure content is relevant and\nmaximum value received." ], [ "Scotland", "Foundation\nApprenticeship\nScheme", "Aimed at people between 15-17 who can choose this as part of their curriculum to gain\na taster skill with an employer training. RQF levels 1-3, there is no cost to employers\nand no wages are paid." ], [ "", "Modern\nApprenticeship\nScheme", "Aimed at 16-24 with no upper age limit. Funding depends on the apprenticeship type,\nqualification level and age of the apprentice. Entitled to wages and work towards an\nindustry approved qualification at RQF levels 2-5." ], [ "", "Graduate\nApprenticeship\nScheme", "16 years and over with no upper age limit. Work based learning opportunity from RQF\nlevel 5 up to master's degree level for new and existing employees. Graduate\napprentices will spend 80% of their time in work and 20% in training." ], [ "", "Individual\nTraining Accounts", "Targeted programme for those who are actively seeking employment and those who are\ncurrently in low paid work and looking to progress. Up to £200 towards a single training\ncourse or training episode per year." ], [ "", "The Big Plus", "Free Literacy and Numeracy training by a tutor for those with problems with reading,\nwriting or using numbers" ], [ "NI", "Apprenticeships", "For apprentices aged 16-24 the cost of off the job training is funded by ESF and DfE.\nFor 25> 50% of costs are funded. Employer Incentive payment available for employers\nwhose apprentice completes full level 2/3 framework. Incentive ranges from £558-\n£1,674." ], [ "", "COVID New\nApprenticeship\nIncentive Scheme", "Previous scheme offered employers up to £3k for each new apprenticeship opportunity." ], [ "", "Traineeships", "Teaches trainees job-specific skills aligned to industry and business. Builds current\nemployees mentoring and coaching skills. Participating employers provide a minimum of\n20% of the programme as work based learning." ], [ "", "Foundation\nDegrees", "Higher education qualification which combines academic and work-related learning.\nEmployers are fully involved in design, development and delivery of degrees do\ngraduates gain industry-specific skills. Students are eligible for student finance." ] ], "row_count": 22, "col_count": 3 }, { "headers": [ "Jersey", "Back to Work\nRecruitment", "Matches locally qualified job seekers to a business' needs. Provides candidate search\nand selection, job trials, training and work placements, job match events, shortlisting,\ninterviewing, tailored industry or company-specific recruit campaigns and financial\nincentives to support training needs." ], "rows": [ [ "", "Employment\nIncentive", "Businesses can claim the first 6 months wages when filling a new permanent position\nwith a jobseeker registered as actively seeking work. Minimum wage plus social security\ncontributions for 35 hours per week for the 6 months can be claimed." ], [ "", "Paid Training\nInitiative", "Funds trainees' wages and social security contributions for up to 12 weeks at minimum\nwage. Trainee must be a locally qualified jobseeker with little or no experience." ], [ "", "Skills Jersey", "Range of training courses for local businesses to help employees with entitled or entitled\nfor work residential status. 75% of course cost funded. Offers sector-specific training\ncourses. Also supports initiatives and training that reduces skills shortages or reliance on\nexisting staff." ], [ "Guernsey", "Guernsey Scheme", "16 and over with no age restriction and free for 2 years at Guernsey College. New\nIsland Operative generic programme for 18 months, for newly appointed operative role\nwithin various industries including construction site workers, road workers, waste and\nutilities operatives." ] ], "row_count": 4, "col_count": 3 }, { "headers": [ "Action", "Responsibility", "5-6-23", "12-6-23", "19-6-23", "26-6-23", "3-7-23", "10-7-23", "17-7-23", "24-7-23", "31-7-23", "7-8-23", "14-8-23", "21-8-23", "28-8-23", "4-9-23", "11-9-23", "18-9-23", "25-9-23", "2-10-23", "9-10-23", "16-10-23", "23-10-23", "30-10-23", "Status" ], "rows": [ [ "Agree Project Charter", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Map existing\npathways/service user\njourneys", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Request access to raw\ndata about take up of\nschemes", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Undertake desktop\nresearch – identify\nexisting vires for the\nschemes", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Review pre-existing\nconsultation data to\nidentify needs/gaps", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Undertake desktop\nresearch – how do\ncomparable\njurisdictions enable\nemployers to be\nsupported by\nGovernment funding\nwhile employees\nundertake vocational", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 6, "col_count": 25 }, { "headers": [ "training? (NB\nbenchmarking)", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Agree approach to\nengagement – which\nkey stakeholders do\nwe need to include?", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Undertake ‘deep-dive’\ndiscussions with\nstakeholders, seeking\nviews to critical\nquestions", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Problem and\nOutcomes Workshop", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Horizon-scanning -\nReview future skills\nsurvey and identify\nfuture market trends", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Undertake gap\nanalysis", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Prepare revised\nschemes, setting out\nfuture pathway and\nscheme design", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 6, "col_count": 25 }, { "headers": [ "Identify resource\nimplications, if any,\nfor revised schemes", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], "rows": [ [ "Prepare supporting\npaper to accompany\nrevised schemes", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Submit paper to SLT/\nDepartment meeting\nfor consideration", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ], [ "Submit paper to Skills\nBoard for\nconsideration", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ] ], "row_count": 3, "col_count": 25 } ] }, { "case_id": 4782245, "title": "The number of students taking both English literature and language", "authority": "Department of Education, Sport and Culture", "date_received": "2025-07-08", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture provided data on the number of students at Castle Rushen High School taking English Literature and Language GCSEs from 2023 to 2025, along with the percentage of students taking both subjects. The response also detailed the percentage of GCSE English lessons covered by supply staff or non-specialists over the same period.", "key_facts": [ "2025 exam figures are projected based on the current cohort.", "The percentage of English Language students also taking English Literature increased from 44% in 2023 to 59% in 2024.", "Cover supervisors are defined as Senior Education Support Officers who are not qualified teachers.", "In the 2023-2024 academic year, 18.54% of lessons were taught by a trainee teacher as planned lessons rather than absence cover.", "The total percentage of lessons requiring cover peaked at 19.63% in the 2024-2025 academic year." ], "data_mentioned": [ "40", "91", "86", "145", "83", "149", "44%", "59%", "56%", "8.23%", "0.65%", "6.44%", "15.32%", "5.22%", "1.77%", "6.15%", "13.15%", "18.54%", "7.21%", "3.51%", "8.91%", "19.63%", "2023", "2024", "2025", "2022-2023", "2023-2024", "2024-2025", "2025-07-08", "2025-07-23", "4782245" ], "exemptions_cited": [], "tables": [ { "headers": [ "Academic\nYear", "Total % of\nLessons\nCovered", "Breakdown of Cover (as a % of ALL GCSE\nEnglish lessons)" ], "rows": [ [ "2022-2023", "15.32%", "Taught by non-specialist Qualified\nTeacher: 8.23%" ], [ "", "", "Taught by another English Teacher: 0.65%" ], [ "", "", "Taught by a Cover Supervisor:* 6.44%" ], [ "2023-2024", "13.15%", "Taught by non-specialist Qualified\nTeacher: 5.22%" ], [ "", "", "Taught by another English Teacher: 1.77%" ], [ "", "", "Taught by a Cover Supervisor*: 6.15%" ], [ "", "", "Taught by Trainee Teacher: 18.54% (planned\nlessons, not absence cover)" ], [ "2024-2025", "19.63%", "Taught by non-specialist Qualified Teacher:\n7.21%" ], [ "", "", "Taught by another English Teacher: 3.51%" ], [ "", "", "Taught by a Cover Supervisor*: 8.91%" ] ], "row_count": 10, "col_count": 3 } ] }, { "case_id": 4788117, "title": "KWC Statistical Data held by DESC", "authority": "Department of Education, Sport and Culture", "date_received": "2025-07-10", "outcome": "Not upheld", "summary": "A request was made for statistical data on King William's College and The Buchan School from 2017/18 to 2024/25, but the appeal was not upheld; the response provided detailed Annual Return data for King William's College for the 2019/20 academic year only.", "key_facts": [ "The FOI appeal regarding statistical data for KWC and The Buchan School was not upheld on 2025-09-10.", "The disclosed document is an Annual Return for King William's College for the 2019/20 academic year.", "Total pupil enrollment at KWC for 2019/20 was 381, comprising 203 males and 178 females.", "There were 97 boarding pupils at KWC in 2019/20, with 54 males and 43 females.", "The school reported 49 pupils identified as having Special Educational Needs." ], "data_mentioned": [ "2019/20", "381", "203", "178", "97", "49", "11417", "7500", "9750", "10417", "6083", "6750", "166", "301", "329", "2025-09-10", "2025-07-10", "1st January 2020", "3 July 2019", "4 July 2019" ], "exemptions_cited": [], "tables": [ { "headers": [ "Name of School", "", "King William’s College", "", "", "", "", "", "", "" ], "rows": [ [ "DfEE Number", "", "5956000", "", "", "", "", "", "", "" ], [ "Registered Charity Numbers", "", "KWC Company Ltd: 615; Bishop Barrow’s Foundation: 1196", "", "", "", "", "", "", "" ], [ "School Address", "", "Castletown, Isle of Man, IM9 1TP", "", "", "", "", "", "", "" ], [ "Name of Principal", "", "", "", "", "", "", "", "", "" ], [ "Name of Deputy Head Academic", "", "", "", "", "", "", "", "", "" ], [ "Name of Deputy Head Pastoral", "", "Stuart Corrie", "", "", "", "", "", "", "" ], [ "Name of Proprietor/Chair of Governing Body", "", "", "", "", "", "", "", "", "" ], [ "Clerk to the Governing Body", "", "", "", "", "", "", "", "", "" ], [ "Telephone Number", "01624 820428", "", "", "E-mail Address", "", "", "", "", "principal@kwc.im" ] ], "row_count": 9, "col_count": 10 }, { "headers": [ "Year", "Lower 4", "Upper 4", "Lower 5", "Middle 5", "Upper 5", "Lower 6", "Upper 6", "Total" ], "rows": [ [ "N.C. Year", "7", "8", "9", "10", "11", "12", "13", "xx" ], [ "Male", "32", "24", "27", "36", "30", "25", "29", "203" ], [ "Female", "21", "19", "30", "49", "24", "23", "32", "178" ], [ "Total", "53", "43", "57", "75", "54", "48", "51", "381" ] ], "row_count": 4, "col_count": 9 }, { "headers": [ "Year", "Lower 4", "Upper 4", "Lower 5", "Middle 5", "Upper 5", "Lower 6", "Upper 6", "Total" ], "rows": [ [ "N.C. 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"Girls", "", "", "", "Total" ], "rows": [ [ "", "Boarding", "", "", "Day", "Boarding", "", "", "Day", "" ], [ "18", "", "", "", "0", "", "", "", "0", "6" ], [ "17", "13", "", "", "16", "8", "", "", "12", "49" ], [ "16", "14", "", "", "11", "5", "", "", "16", "46" ], [ "15", "9", "", "", "19", "12", "", "", "16", "56" ] ], "row_count": 5, "col_count": 10 }, { "headers": [ "Subject", "A*", "A", "B", "C", "D", "E", "F", "G", "U", "Total" ], "rows": [ [ "Biology\nBusiness Studies\nChemistry\nChinese\nCo-ordinated Science\nMusic\nPE\nPhysics\nRussian", "", "", "", "", "", "", "", "", "", "27" ], [ "", "", "", "", "", "", "", "", "", "", "24" ], [ "", "", "", "", "", "", "", "", "", "", "28" ], [ "", "", "", "", "", "", "", "", "", "", "2" ], [ "", "", "", "", "", "", "", "", "", "", "36" ], [ "", "", "", "", "", "", "", "", "", "", "4" ], [ "", "", "", "", "", "", "", "", "", "", "15" ], [ "", "", "", "", "", "", "", "", "", "", "28" ], [ "", "", "", "", "", "", "", "", "", "", "2" ], [ "Total", "16", "37", "53", "48", "5", "5", "1", "0", "1", "166" ] ], "row_count": 10, "col_count": 11 }, { "headers": [ "Subject", "9", "8", "7", "6", "5", "4", "3", "2", "1", "U", "Total" ], "rows": [ [ "Art", "", "", "", "", "", "", "", "", "", "", "10" ], [ "Computer Science", "", "", "", "", "", "", "", "", "", "", "9" ], [ "Drama", "", "", "", "", "", "", "", "", "", "", "5" ], [ "DT", "", "", "", "", "", "", "", "", "", "", "11" ], [ "English Language", "", "", "", "", "", "", "", "", "", "", "43" ], [ "English Literature", "", "", "", "", "", "", "", "", "", "", "42" ], [ "ESOL", "", "", "", "", "", "", "", "", "", "", "3" ], [ "French", "", "", "", "", "", "", "", "", "", "", "24" ], [ "Geography", "", "", "", "", "", "", "", "", "", "", "23" ], [ "History", "", "", "", "", "", "", "", "", "", "", "19" ], [ "Latin", "", "", "", "", "", "", "", "", "", "", "3" ], [ "Maths", "", "", "", "", "", "", "", "", "", "", "45" ], [ "Photography", "", "", "", "", "", "", "", "", "", "", 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"Physics HL", "", "", "", "", "", "", "", "5" ], [ "Physics SL", "", "", "", "", "", "", "", "6" ], [ "Sports, Exercise & Health Science HL", "", "", "", "", "", "", "", "10" ], [ "Sports, Exercise & Health Science SL", "", "", "", "", "", "", "", "1" ], [ "Maths Studies SL", "", "", "", "", "", "", "", "35" ], [ "Maths SL", "", "", "", "", "", "", "", "17" ], [ "Maths HL", "", "", "", "", "", "", "", "3" ], [ "Music HL", "", "", "", "", "", "", "", "3" ], [ "Theatre HL", "", "", "", "", "", "", "", "5" ], [ "Visual Arts HL", "", "", "", "", "", "", "", "13" ], [ "Visual Arts SL", "", "", "", "", "", "", "", "4" ], [ "Total", "45", "101", "106", "53", "20", "4", "0", "329" ] ], "row_count": 41, "col_count": 9 }, { "headers": [ "", "First Name", "Surname", "Previous names", "Gender", "Qualifications", "Hours\nFT/PT", "Position Held", "" ], "rows": [ [ "", "", "", "", "", "", "", "", "Security Porter" ], [ "", "", "", "", "", "", "", "", "Chef" ], [ "", "", "", "", "", "", "", "", "Food Assistant" ], [ "", "", "", "", "", "", "", "", "Junior IT Technician" ], [ "", "", "", "", "", "", "", "", "Sports Graduate Assistant" ], [ "", "", "", "", "", "", "", "", "Teacher" ], [ "", "", "", "", "", "", "", "", "Teacher" ], [ "", "", "", "", "", "", "", "", "Teacher" ], [ "", "", "", "", "", "", "", "", "Sports Graduate Assistant" ], [ "", "", "", "", "", "", "", "", "Language Assistant" ], [ "", "", "", "", "", "", "", "", "Administrator" ], [ "", "", "", "", "", "", "", "", "Teacher" ] ], "row_count": 12, "col_count": 9 }, { "headers": [ "", "First Name", "Surname", "Previous names", "Gender", "Qualifications", "Hours\nFT/PT", "Position Held" ], "rows": [ [ "", "", "", "", "", "", "", "Teacher" ], [ "", "", "", "", "", "", "", "Teacher" ], [ "", "", "", "", "", "", "", "Teacher" ], [ "", "", "", "", "", "", "", "Teacher" ], [ "", "", "", "", "", "", "", "Language Assistant" ], [ "", "", "", "", "", "", "", "Assistant Sports Graduate" ], [ "", "", "", "", "", "", "", 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"01624 820428", "", "", "E-mail Address", "", "", "", "principal@kwc.im" ] ], "row_count": 9, "col_count": 9 }, { "headers": [ "Year", "Lower 4", "Upper 4", "Lower 5", "Middle 5", "Upper 5", "Lower 6", "Upper 6", "Total" ], "rows": [ [ "N.C. 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"", "" ], "rows": [ [ "", "Boarding", "Day", "Boarding", "", "", "Day", "", "", "" ], [ "18", "7", "7", "", "", "", "7", "", "", "" ], [ "17", "16", "8", "12", "", "", "17", "53", "", "" ], [ "16", "10", "16", "", "", "", "21", "", "", "" ], [ "15", "6", "22", "12", "", "", "20", "60", "", "" ] ], "row_count": 5, "col_count": 10 }, { "headers": [ "Subject", "", "A*", "A", "B", "C", "D", "E", "F", "G", "U", "Total" ], "rows": [ [ "French", "", "", "", "", "", "", "", "", "", "", "28" ], [ "German", "", "", "", "", "", "", "", "", "", "", "2" ], [ "Spanish", "", "", "", "", "", "", "", "", "", "", "40" ], [ "Total", "", "29", "14", "10", "11", "4", "2", "0", "0", "0", "70" ] ], "row_count": 4, "col_count": 12 }, { "headers": [ "Subject", "", "9", "8", "7", "6", "5", "4", "3", "2", "1", "U", "Total" ], "rows": [ [ "Art", "", "", "", "", "", "", "", "", "", "", "", "13" ], [ "Biology", "", "", "", "", "", "", "", "", "", "", "", "44" ], [ "Business Studies", "", "", "", "", "", "", "", "", 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"", "", "", "", "", "", "PE", "", "", "", "", "", "" ], [ "", "", "", "", "", "", "", "Nursery", "", "", "", "", "", "" ] ], "row_count": 33, "col_count": 14 }, { "headers": [ "Catering" ], "rows": [ [ "Marketing" ], [ "IT" ], [ "Admin" ], [ "Maintenance" ], [ "Maintenance" ], [ "Maintenance" ], [ "Maintenance" ], [ "Boarding" ], [ "Teacher" ], [ "Catering" ], [ "teacher" ], [ "Teacher" ], [ "NURSERY" ], [ "Invigilation" ], [ "Sports" ], [ "Nursery" ], [ "Activity club" ], [ "Grounds" ], [ "Teacher of Art" ], [ "Catering" ], [ "Marketing" ], [ "Catering" ], [ "Catering" ], [ "Catering" ], [ "Maintenance" ], [ "Nursery" ], [ "Administration" ], [ "Activity club" ], [ "Nurse" ], [ "Catering" ], [ "Language assistant" ], [ "Nursery" ], [ "Teaching assistance" ] ], "row_count": 33, "col_count": 1 }, { "headers": [ "Grounds" ], "rows": [ [ "Invigilation" ], [ "Invigilation" ], [ "Invigilation" ], [ "" ] ], "row_count": 4, "col_count": 1 } ] }, { "case_id": 4788582, "title": "Class sizes to teacher allocation", "authority": "Department of Education, Sport and Culture", "date_received": "2025-07-11", "outcome": "All information sent", "summary": "The requester asked for Year 5 and 6 class sizes and teacher allocations for primary schools for the 2024-25 academic year. The Department of Education provided data for the upcoming 2025-26 year but noted that some 2024-25 figures could not be obtained until September 2025 due to the summer holidays.", "key_facts": [ "The response covers the 2025-26 academic year rather than the requested 2024-25 year for some data.", "Bunscoill Ghaelgagh did not provide any information regarding class sizes or teacher numbers.", "Several schools operate mixed-age classes (e.g., Year 5/6 or Year 4/5) rather than single-year cohorts.", "Teacher allocations vary significantly, with some schools using part-time staff or fractional Full Time Equivalent (FTE) numbers.", "The authority stated that remaining figures for the requested period would be available after schools reopen in September 2025." ], "data_mentioned": [ "2024-25", "2025-26", "2025-07-11", "2025-07-23", "September 2025", "4788582", "18", "21", "30", "43", "36", "1.6 FTE", "28", "20", "17", "22", "23", "27", "26", "25", "24", "14", "15", "19", "13", "11", "10", "38", "0.6", "0.4", "0.8", "0.2" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "Year 5 Class Size", "Number of Teachers", "Year 6 Class Size", "Number Of Teachers" ], "rows": [ [ "Anagh Coar", "18\nYear 5 will have 2 x classes\nYear5/6 & Year 4/5", "1 teacher per class", "15", "1 teacher" ], [ "Andreas", "Mixed Year5/6 Class with 21 pupils", "1", "", "" ], [ "Arbory", "30", "Two teachers working part time - 1 x 0.6 and 1 x\n0.4", "22", "1" ], [ "Ashley Hill", "43 pupils in 2 x classes", "2", "36 pupils 2 x classes for 3 days of the week and 1 class for 2\ndays of the week.", "1.6 FTE*" ], [ "Ballacottier", "28", "1", "2 classes (2 x 18)", "1 teacher per class" ], [ "Ballasalla", "21", "1", "16", "1" ], [ "Ballaugh", "Mixed Year 5/6 Class of 20 pupils", "1", "", "" ], [ "Braddan", "17", "1", "18", "1" ], [ "Bunscoill Ghaelgagh", "Information not provided", "Information not provided", "Information not provided", "Information not provided" ], [ "Bunscoill Rhumsaa", "2 classes\n1 x 22 & 1 x 23", "1 teacher per class", "3 x classes\n1 x 26, 1 x 25, 1 x 24", "1 teacher per class" ], [ "Cronk-Y-Berry", "2 classes 2 x 27", "1 teacher per class", "2 classes 2 x 26", "1 teacher per class" ], [ "Dhoon", "Mixed Year 5/6 Class", "1", "", "" ], [ "Foxdale", "Mixed Year5/6 class\n18", "1", "", "" ], [ "Henry Bloom Noble", "3 x classes\n1 x 25, 1 x 25 and 1 x 23", "1 teacher per class", "3 x classes\n1 x 23, 1x 23 & 1x 20", "1 teacher per class" ], [ "Jurby", "Mixed Year 5/6 14 pupils", "1", "", "" ], [ "Kewaigue", "15", "1", "19", "1" ], [ "Laxey", "1 Class", "1", "1 Class", "1" ], [ "Manor Park", "8 Year 5 pupils in a\nMixed Year 4/5 class", "1", "13", "1" ], [ "Marown", "22", "1", "24", "1" ], [ "Michael", "1 class of 19", "1", "1 class of 11", "1" ], [ "Onchan", "2 x classes\n1 x 24 & 1 x 23", "1 teacher per class", "2 x classes of 23", "1 teacher per class" ], [ "Peel Clothworkers", "3 x classes\n1 x 22,1 x 21 and 1x 20", "1 teacher per class", "3 x classes\n1 x 20,1 x 21 and 1 x 22", "1 teacher per class" ], [ "Rushen", "Year 5 and 6 total - 38", "3 teachers (operating as 3 mixed age classes)", "", "" ], [ "Scoill Phurt Le Moirrey", "13", "1", "20", "1" ], [ "Scoill Vallajeelt", "30", "1", "2 classes\n1 x 10 & 1 x 11", "1 teacher per class" ], [ "Scoill yn Jubilee", "2 classes\n1 x 26\n1 x 27", "1 teacher per class", "2 classes\n1 x 20\n1 x 18", "1 teacher per class" ], [ "St John's", "15 year 5 pupils\nMixed Classes Year5/6 23 (including yr\n6 pupils)\nYear 4/5 19 (including year 4 pupils)", "1 teacher per class", "15 year 6 pupils in a Mixed Year5/6 of 23 (including yr 5\npupils)", "1 teacher" ], [ "St Mary's RC", "2 x classes\n1 x 18 and 1 x 17", "1 teacher per class", "2 x classes\n16 in each", "1 teacher per class" ], [ "St Thomas's C of E", "10 Year 5 pupils in a Mixed year 4/5\nclass of 19", "1", "15", "1" ] ], "row_count": 29, "col_count": 5 } ] }, { "case_id": 4804833, "title": "Douglas School Intake and Out of Catchment Applications", "authority": "Department of Education, Sport and Culture", "date_received": "2025-07-17", "outcome": "Some information sent but part exempt", "summary": "A request was made for intake numbers, class sizes, and out-of-catchment application data for three primary schools in the Isle of Man for 2022-2024. The Department of Education, Sport and Culture directed the requester to public open data for school rolls but did not provide specific out-of-catchment statistics or capacity assessments in the response text.", "key_facts": [ "The request covered Kewaigue, Braddan, and Willaston Primary Schools.", "School roll data for September 2022, 2023, and 2024 is available on the Department's open data website.", "The response cites Section 20 of the Freedom of Information Act 2015 regarding information already reasonably accessible.", "Specific numbers for out-of-catchment applications received and accepted were not provided in the text.", "Current assessed capacity figures for reception classes were not explicitly stated in the response." ], "data_mentioned": [ "September 2022", "September 2023", "September 2024", "Section 20", "Freedom of Information Act 2015", "https://www.gov.im/about-the-government/government/open-data/education/" ], "exemptions_cited": [ "Section 20 of the Freedom of Information Act 2015 (Information already reasonably accessible)" ], "tables": [ { "headers": [ "School", "Expected Reception Intake (Sept 2025)" ], "rows": [ [ "Kewaigue Primary School", "17" ], [ "Braddan Primary School", "21" ], [ "Willaston Primary School", "21" ] ], "row_count": 3, "col_count": 2 } ] }, { "case_id": 4810877, "title": "Public Sector Equality Duty - Youth Service", "authority": "Department of Education, Sport and Culture", "date_received": "2025-07-18", "outcome": "Some information sent but part exempt", "summary": "The requester asked for evidence of the Public Sector Equality Duty compliance for the Isle of Man Youth Service, specifically seeking Equality Impact Assessments. The Department of Education, Sport and Culture responded with partial information, providing details on specific youth clubs and general guidance on equality duties, while withholding some documents under exemptions.", "key_facts": [ "The response references specific youth services including an LGBTQ+ club and a PHAB club for special education referrals.", "Compliance is governed by the IOM Equality Act (2017) and Section 36 of the Education Act 2001.", "The authority outlined seven principles for fulfilling equality duties, including knowledge, timeliness, and proper record keeping.", "Equality Impact Assessments (EIAs) must be proportionate to the service size, resources, and potential impact on protected groups.", "The response explicitly states that filling out an EIA template alone does not meet the legal requirements of the equality duty." ], "data_mentioned": [ "2017", "2001", "Section 36", "18 pages", "2 documents", "2025-07-18", "2025-08-13" ], "exemptions_cited": [ "Part exempt (specific exemption clauses not detailed in the provided text)" ], "tables": [ { "headers": [ "Club Name", "Description" ], "rows": [ [ "LGBTQ+ club", "For the LGBTQ+ community and Allies." ], [ "PHAB club", "Takes referrals from School special education Units to provide social experiences for eligible Young People." ] ], "row_count": 2, "col_count": 2 }, { "headers": [ "Principle", "Explanation" ], "rows": [ [ "Knowledge", "Everyone working for Government must be aware of our equality duties and apply them appropriately in their work." ], [ "Timeliness", "The duty applies at the time of considering policy options and/or before a final decision is taken – not afterwards." ], [ "Real Consideration", "The duty must be an integral and rigorous part of your decision-making and influence the process." ], [ "Sufficient Information", "You must assess what information you have and what is needed to give proper consideration." ], [ "No delegation of Public Sector Equality Duty", "Government is responsible for ensuring that any contracted services which provide services on our behalf can comply with the duty, are required in contracts to comply with it, and do comply in practice. It is a duty that cannot be delegated." ], [ "Review", "The Public Sector Equality Duty is a continuing duty. Ensure that there is a formal process of monitoring and review." ], [ "Proper Record Keeping", "To show that we have fulfilled our duties we must keep records of the process and the impacts identified. Retain copies of equality screening documents and EIA and forward a copy to the Equality Adviser at Equality@gov.im" ] ], "row_count": 7, "col_count": 2 }, { "headers": [ "Specific Duty", "Requirements" ], "rows": [ [ "Eliminate unlawful discrimination", "Eliminate unlawful discrimination, victimisation and harassment or other conduct prohibited under the Equality Act." ], [ "Promote equality of opportunity", "Remove or minimise disadvantages suffered by different protected groups" ], [ "", "Take steps to meet the needs of different protected groups" ], [ "", "Encourage protected groups to participate in public life or any other activity where participation is disproportionately low" ], [ "", "Consider if there is a need to treat disabled people more favourably, as permitted by the Equality Act." ], [ "Foster good relations", "Tackle prejudice" ], [ "", "Promote understanding" ] ], "row_count": 7, "col_count": 2 }, { "headers": [ "Factor", "Consideration" ], "rows": [ [ "Size of the service or scope", "The size of the service or scope of the policy/strategy" ], [ "Resources", "The resources involved" ], [ "Numbers affected", "The numbers of people affected" ], [ "Impact size", "The size of the likely impact" ], [ "Vulnerability", "The vulnerability of the people affected" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Trigger Event", "Description" ], "rows": [ [ "New Service/Policy", "When planning or developing a new service, policy or strategy" ], [ "Review", "When reviewing an existing service, policy or strategy" ], [ "Change/End", "When ending or substantially changing a service, policy or strategy" ], [ "Important Change", "When there is an important change in the service, policy or strategy, or in the city (eg: a change in population), or at a national level (eg: a change of legislation)" ] ], "row_count": 4, "col_count": 2 }, { "headers": [ "Question", "Consideration" ], "rows": [ [ "Relevance", "Is the policy likely to be relevant to any people because of their protected characteristics?" ], [ "Volume", "How many people is it likely to affect?" ], [ "Significance", "How significant are its impacts?" ], [ "Inequalities", "Does it relate to an area where there are known inequalities?" ], [ "Vulnerability", "How vulnerable are the people (potentially) affected?" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "Section Number", "Section Title", "Description" ], "rows": [ [ "5", "Title of EIA", "This should clearly explain what policy you are assessing" ], [ "6", "Department/Office/Statutory Board", "Area responsible for the policy being assessed" ], [ "7", "Focus of EIA", "A member of the public should have a good understanding of the policy and any proposals after reading this section. Please use plain English and write any acronyms in full first time - eg: 'Equality Impact Assessment (EIA)'" ] ], "row_count": 3, "col_count": 3 } ] }, { "case_id": 4921838, "title": "Fire Alarm Activations in Schools - Jan 2024 - September 2025", "authority": "Department of Education, Sport and Culture", "date_received": "2025-09-08", "outcome": "Some information sent but not all held", "summary": "", "key_facts": [], "data_mentioned": [], "exemptions_cited": [], "tables": [ { "headers": [ "s/noitatS", "Address", "etaD", "emiT", "INFO", "Fault with\nAppliance", "Aerosal /\nShower\nSteam / Air\nFreshner", "Renovation /\nMaintenance\nWork", "Avoidable", "Water\nIngress", "No\nReason\nFound", "Faulty\nDetector\nSystem\nError /Dust\n/Thrips", "G4S\nTesting", "Low\nIncoming\nWater\nPressure/\nWeather", "Pupils /\nPossible\nExternal\nVandalism" ], "rows": [ [ "Douglas", "Braddan School Douglas", "06/01/24", "22:17", "Activation zone 1, could see detector inside front door, left with\nkeyholder", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "IOM College, Homefield Road,\nDouglas", "23/01/24", "09:06", "Detector operated in the toilets of hair and beauty department\ndue to vaping. Advice given", "", "", "", "", "", "", "", "", "", "YES" ], [ "Castletown", "Castle Rushen High School,\nArbory Road, Castletown", "26/01/24", "11:22", "Detector acitvated in library due to deodorant spray being used.\nEngineers will check over system", "", "YES", "", "", "", "", "", "", "", "" ], [ "Castletown", "Castle Rushen High School\nArbory Road Castletown", "01/02/24", "17:25", "Engineer onsite looking for fault, no action", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Ballakermeen High School St\nCatherines Drive Douglas", "07/02/24", "19:31", "Activation in sports hall corridor, no obvious reason for\nactivation. Silenced panel and left with keyholder to arrange\nDOI to attend", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Ballakermeen High School St\nCatherines Drive Douglas", "08/02/24", "08:52", "Unknown area of activation due to panel being reset upon\narrival. Non fire", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Braddan School, Braddan\nRoad, Douglas", "09/02/24", "13:51", "Detector operated in year 10/11 Classroom for no reason.", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Onchan Primary School School\nRoad Onchan", "11/02/24", "12:52", "Detector operated in ground floor corridor, detector was\nreplaced by responsible person and system reset", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Braddan School, Braddan\nRoad, Douglas", "14/02/24", "21:29", "Zone 6 no apparent reason. Handed over toDOI to sort the\nsystem", "", "", "", "", "", "YES", "", "", "", "" ], [ "Ramsey", "Dhoon School Glen Mona", "15/02/24", "03:26", "Activation in boiler room, keyholder to arrange engineer", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Braddan Primary School,\nBraddan Road, Douglas", "16/02/24", "15:14", "Panel showing activation in zone 6, juniors section area -\npossible due to dust/fault. Advice given - electrician to attend", "", "", "", "", "", "", "YES", "", "", "" ], [ "Castletown", "Ballasalla Primary School\nDouglas Road Ballasalla", "22/02/24", "11:43", "Detector activated in outdoor bin storage area, engineer to\nattend", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "William Kennish Engineering,\nHomefield Road, Douglas", "12/03/24", "20:08", "Activation on first floor, MCP activated in error. BGP Replaced\nby vrew and reset", "", "", "", "YES", "", "", "", "", "", "" ], [ "Ramsey", "Ramsey Grammar School\nWest Building Lezaure Road\nRamsey", "13/03/24", "12:59", "Alarm activation, stood down prior to arrival, false activation", "", "", "", "YES", "", "", "", "", "", "" ], [ "Douglas", "Ballakermeen High School St\nCatharines Drive Douglas", "16/03/24", "22:15", "Detector operated in caretakers cleaning cupboard, detector\nisolated by DOI rep, system reset", "", "", "", "", "", "YES", "", "", "", "" ], [ "Ramsey", "Ramsey Grammar School East\nBuilding Lezaure Road Ramsey", "22/03/24", "16:29", "Stood down, communication error between G4S and RGS,\nsystem should have been offline", "", "", "", "YES", "", "", "", "", "", "" ], [ "Douglas", "St Ninians School Ballaquayle\nRoad Douglas", "30/03/24", "02:13", "Detector operated 1st floor corridor outside classroom 37 for no\napparent reason, left with keyholder", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Ballakermeen", "06/04/24", "22:42", "Detector operated in ground floor corridor for no apparent\nreason. Left with keyholder", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Vallajeelt", "11/04/24", "16:51", "Activated in waiting area on ground floor, possible water\ningress in smoke detector. System silenced, DOI engineer to\nattend", "", "", "", "", "YES", "", "", "", "", "" ], [ "Peel", "St Johns", "13/04/24", "22:00", "AFA activation zone 1 no apparent reason. Keyholder isolated\ndevice", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Ballakermeen", "20/04/24", "00:16", "Activation in sports hall, left with engineer to attend and\ninterogate panel", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Scoill Yn Jubilee (Ballaquayle)", "23/04/24", "13:35", "Stood down enroute", "", "", "", "", "", "YES", "", "", "", "" ], [ "Ramsey", "Bunscoill Rhumsaa", "21/05/24", "01:57", "Caller could hear alarm in area, nothing found on arrival, panel\nshowing healthy", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "St Ninians LOWER", "24/05/24", "11:12", "Manual call point activated intentionally in English Dept. CCTV\nto be checked to identify who activated. Crew replaced\nbreakglass and system was reset", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Ballakermeen", "01/06/24", "05:32", "Detector operated in kitchen area due to heat from hobs.", "", "", "", "YES", "", "", "", "", "", "" ], [ "Douglas", "Ballakermeen", "02/06/24", "05:25", "Operated in kitchen are due to cooking, advice given. System\nleft silent for DOI electrician to attend", "", "", "", "YES", "", "", "", "", "", "" ], [ "Douglas", "Willaston", "02/06/24", "09:52", "Manual call point activated in school hall due to a fault. Panel\nleft silent for electrician to attend", "YES", "", "", "", "", "", "", "", "", "" ], [ "Douglas", "Scoill Yn Jubilee (Ballaquayle)", "21/06/24", "17:29", "Fire alarm showing healthy, cabin also checked, no activation", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "St Ninians Upper School\nBallaquayle Road Douglas", "05/07/24", "22:57", "Detector located in careers room, no apparent reason for\nactivation. Detector isolated and system reset by DOI Estates", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Willaston School Douglas", "21/07/24", "03:01", "Panel showed activation zone 2, 360 carried out. DOI attended\nand made entry with crew, detector located in toilets with\nunknown activation, left silent with DOI", "", "", "", "", "", "YES", "", "", "", "" ], [ "Kirk Michael", "Ballaugh School Station Road\nBallaugh", "30/07/24", "08:13", "Stood down", "", "", "", "", "", "YES", "", "", "", "" ], [ "Peel", "QEII High School Douglas\nRoad Peel", "01/08/24", "02:01", "Alarm activation in main dining hall. Detector located and DOI\nkeyholder isolated detector from system until engineer could\nattend", "", "", "", "", "", "YES", "", "", "", "" ], [ "Castletown", "Castle Rushen High School,\nArbory Road, Castletown", "01/08/24", "05:06", "Activation in DT3 for no apparent reason. Electrician to attend", "", "", "", "", "", "YES", "", "", "", "" ], [ "Peel", "QEII High School Douglas\nRoad Peel", "06/08/24", "04:11", "Alarm activation in first floor toilets. Detector located and DOI\nkeyholder isolated detector from system until engineer could\nattend", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Ballacottier School Clybane\nRoad Douglas", "08/08/24", "00:10", "Detector operated in special needs classroom 1 for no apparent\nreason", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "University College IOM\nHomefield Road Douglas", "26/08/24", "18:53", "Zone 2 Victor Neale room 23 activated for no obvious reason.\nArea isolated by keyholder", "", "", "", "", "", "YES", "", "", "", "" ], [ "Ramsey", "Ramsey Grammar School\nWest Lezayre Road Ramsey", "02/09/24", "19:12", "Failure by contractor to inform ESJCR of work being carried out\non system caused activation, advice given", "", "", "YES", "", "", "", "", "", "", "" ], [ "Peel", "Bunscoil Ghaelgagh Main Road\nSt Johns", "03/09/24", "08:00", "AFA was in test and G4S were contacted but still notified\nESJCR. Headteacher to investigate further", "", "", "", "", "", "", "", "", "", "YES" ], [ "Douglas", "Scoill Vallajeelt Douglas", "04/09/24", "10:26", "Detector activated in kitchen due to cooking, panel left silent\nand with responsible person", "", "", "YES", "", "", "", "", "", "", "" ], [ "Douglas", "Scoill Vallajeelt Douglas", "04/09/24", "11:40", "Detector activated in kitchen again due to cooking, panel left\nsilent with engineer", "", "", "YES", "", "", "", "", "", "", "" ], [ "Douglas", "Ballakermeen High School St\nCatherines Drive Douglas", "06/09/24", "10:25", "Stood down prior to arrival", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "St Ninians Lower School\nHeywood Avenue Onchan", "06/09/24", "11:17", "Activated zone 1 rehearsal room cupboard first floor. Possibly\ndue to dust/insects. Left in silent for engineer to attend", "", "", "", "", "", "", "YES", "", "", "" ], [ "Douglas", "St Ninians School Ballaquayle\nRoad Douglas", "10/09/24", "06:03", "Activation in mobile classroom store room. Silenced panel and\nleft with keyholder to arrange engineer", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "St Ninians Lower School\nHeywood Avenue Onchan", "14/09/24", "01:59", "Panel had gone into fault mode. Crews checked the building,\nleft with keyholder to arrange engineer to attend", "", "", "", "", "", "YES", "", "", "", "" ], [ "Peel", "QEII Douglas Road Peel", "16/09/24", "07:51", "AFA operated in canteen laundry room for no apparent reason.\nAdvice given, engineer to attend", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "St Ninians High School\nBallaquayle Road Douglas", "06/10/24", "02:05", "Unknown due to non attendance of keyholder", "", "", "", "", "", "YES", "", "", "", "" ], [ "Ramsey", "Ramsey Grammar School,\nLezayre Road, Ramsey", "08/10/24", "17:30", "Steam in cleaners cupboard", "", "YES", "", "", "", "", "", "", "", "" ], [ "Peel", "Bunscoill Ghaelgagh Main\nRoad St Johns", "09/10/24", "07:23", "System on test, G4S still contacted ESJCR, advice given", "", "", "", "", "", "", "", "", "", "YES" ], [ "Douglas", "Ballakermeen High School, St\nCatherines Drive, Douglas", "17/10/24", "23:15", "Activation in female locker room - Gym Complex. Detector\nisolated from system.", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "St Ninian's Lower School,\nHeywood Avenue, Onchan", "09/11/24", "09:11", "Activation in zone 1 - Rehearsal room store cupboard. Known\nmechanical fault. Electrician arranged to attend and confirmed\nhe would keep the panel in silent mode until fault rectified.", "YES", "", "", "", "", "", "", "", "", "" ], [ "Douglas", "Murrays Road School, Palatine\nRoad, Douglas", "14/11/24", "00:57", "Detector activated in roof void for unknown reason. Detector\nremoved by DOI and system left in silence. Left in hands of\nDOI. No sign of smoke or fire. Advice given", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Henry Bloom Noble Primary\nSchool Westmoreland Road\nDouglas", "25/11/24", "11:55", "Detector activated in ground floor kitchen area of Orrys Unit\ndue to burnt toast. Area vented and alarm panel reset", "", "", "", "YES", "", "", "", "", "", "" ], [ "Douglas", "St Ninians Lower School\nHeywood Avenue Onchan", "04/12/24", "18:13", "Zone 15 activated, first floor boys toilets. Deliberate fire set by\nschool students. Fire extinguisher had been used prior to\narrival. Large roll of toilet roll had been set alight. Crews\nremoved it in a bucket and extinguished outside. Vented with\nPPV fan", "", "", "", "", "", "", "", "", "", "YES" ], [ "Rushen", "Port St Mary Primary School\nStation Road Port St Mary", "07/12/24", "19:50", "Alarm activated due to high winds and double doors not locked\nproperly. Keyholder attended and reset alarm, zone 4 had\nactivated", "", "", "", "YES", "", "", "", "", "", "" ], [ "Douglas", "IOM College Greenfield Road\nDouglas", "11/12/24", "18:31", "Stood down en route, caretaker contacted ESJCR to inform\nsomeone had been vaping in the toilets", "", "", "", "", "", "", "", "", "", "YES" ], [ "Kirk Michael", "Ballaugh Primary School\nStation Road Ballaugh", "30/12/24", "08:54", "Alarm activated for no apparent reason, no detectors found to\nhave activated. System reset by keyholder", "", "", "", "", "", "YES", "", "", "", "" ], [ "Peel", "QEII School Douglas Road\nPeel", "07/01/25", "08:13", "AFA activated due to faulty kettle not switching off and filling\nroom with steam. Kettle removed and disposed of", "", "YES", "", "", "", "", "", "", "", "" ], [ "Peel", "St Johns Old School St Johns", "10/01/25", "18:06", "AFA reported by alarm monitoring company, on attendance\ncrews found no alarm activating, fire panel healthy", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Fairfield School Fairfield\nTerrace Douglas", "13/01/25", "20:50", "Detector activated 2nd floor storeroom possibly due to damp", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Scooil Vallajeelt Meadow\nCrescent Douglas", "26/01/25", "05:27", "Activated in admin office of St Thomas's school, keyholder\nsilenced alarm panel and disabled zone", "", "", "", "", "", "YES", "", "", "", "" ] ], "row_count": 60, "col_count": 15 }, { "headers": [ "Douglas", "Onchan Primary School", "25/02/25", "20:43", "Alarm activated zone 6 girls toilets likely due to air freshener.\nSystem silenced, left with keyholder", "", "YES", "", "", "", "", "", "", "", "" ], "rows": [ [ "Ramsey", "Bunscoill Rhumsaa Lezayre\nRoad Ramsey", "14/03/25", "12:09", "Fault with breakglass point in dining room/sports hall. Engineer\ncalled to replace and fix breakglass ppint", "YES", "", "", "", "", "", "", "", "", "" ], [ "Douglas", "Cronk Y Berry Primary School\nDouglas", "17/03/25", "18:20", "Detector activated in zone 10 due to steam from washing\nmachine on high cycle, machine was isolated. No sign of\nsmoke or fire, advice givenn", "", "YES", "", "", "", "", "", "", "", "" ], [ "Douglas", "Anagh Coar School Darragh\nPassage Douglas", "08/04/25", "03:46", "Zone 4 library area, left silent, keyholder contacting engineer", "", "", "", "", "", "YES", "", "", "", "" ], [ "Peel", "Bunscoill Ghaelgagh Main\nRoad St Johns", "14/04/25", "10:43", "Alarm activated in mobile classroom due to maintenance works\nbeing carrid out. Advice given to DOI rep to ensure alarms are\nput on test during repair works", "", "", "YES", "", "", "", "", "", "", "" ], [ "Douglas", "Marown School Glen Darragh\nRoad Glen Vine", "17/04/25", "16:32", "Accidental activation due to dust from building works. Advice\ngiven, panel left silent", "", "", "", "", "", "", "YES", "", "", "" ], [ "Douglas", "St Ninians Lower School,\nHeywood Avenue, Onchan", "22/04/25", "20:49", "Stood down prior to arrival", "", "", "", "", "", "YES", "", "", "", "" ], [ "Douglas", "Henry Bloom Noble School\nWestmoreland Road Douglas", "24/04/25", "16:43", "Fire alarm set off due to testing. Advice given", "", "", "", "YES", "", "", "", "", "", "" ], [ "Douglas", "Onchan Primary School School\nRoad Onchan", "25/04/25", "11:45", "Accidental activation in dining hall due to steam from cooker.\nPanel reset once fumes had vented. Advice given", "", "YES", "", "", "", "", "", "", "", "" ], [ "Ramsey", "Ramsey Grammar School\nLezayre Road Ramsey", "26/04/25", "15:32", "Visual check of outside building, unable to gain access,\nkeyholder 40 mins away", "", "", "", "", "", "YES", "", "", "", "" ], [ "Ramsey", "Ramsey Grammar School\nLezayre Road Ramsey", "26/04/25", "16:00", "Activation in void above stage, keyholder to isolate and call\nengineer", "", "", "", "", "", "YES", "", "", "", "" ], [ "Castletown", "Castle Rushen High School\nArbory Road Castletown", "25/04/25", "10:13", "Activated in the toilets by drama block, caused by vaping.\nRoom was clear on arrival. System reset and panel showing\nhealthy", "", "", "", "", "", "", "", "", "", "YES" ], [ "Castletown", "Ballasalla School Douglas\nRoad Castletown", "07/06/25", "18:33", "Alarm reset prior to arrival, unable to locate detector head", "", "", "", "", "", "YES", "", "", "", "" ], [ "Castletown", "Victoria Road School School\nLane Castletown", "14/06/25", "11:30", "Detector activated in reception office for no apparent reason,\nkeyholder to reset", "", "", "", "", "", "YES", "", "", "", "" ], [ "Peel", "QE2 High School, Douglas\nRoad, Peel", "25/06/25", "02:38", "AFA operated reason unknown. External checks made.", "", "", "", "", "", "YES", "", "", "", "" ], [ "Ramsey", "Ramsey Grammar School\nLezayre Road Ramsey", "25/06/25", "07:32", "Activation due to testing, G4S did not take offline", "", "", "", "YES", "", "", "", "", "", "" ], [ "Castletown", "Castle Rushen High School\nArbory Road Castletown", "25/06/25", "08:57", "Detector activated in boys toilets due to smell, probably a vape.\nStaff asked to vent room before resetting system", "", "", "", "", "", "", "", "", "", "yes" ], [ "Douglas", "Ballakermeen School Douglas", "26/06/25", "11:26", "System activated in crawl space, unable to locate, system reset\nby caretaker", "", "", "", "", "", "", "", "", "", "YES" ], [ "Douglas", "Braddan School, Braddan\nRoad, Braddan", "30/06/25", "12:08", "Activation in Zone 1. Kitchen/Office toilet due to air freshner.\nDOI To attend and check the system", "", "YES", "", "", "", "", "", "", "", "" ] ], "row_count": 18, "col_count": 15 } ] }, { "case_id": 4967798, "title": "Email correspondence regarding school fire alarm activations", "authority": "Department of Education, Sport and Culture", "date_received": "2025-09-30", "outcome": "Some information sent but not all held", "summary": "A request was made for email correspondence regarding school fire alarm activations during the 2024/25 academic year, to which the Department of Education, Sport and Culture responded that some information was held and disclosed while other requested data was not available.", "key_facts": [ "The request covered fire alarm activations at schools between September 2024 and July 2025.", "The authority disclosed documentation regarding an unplanned fire evacuation at Castle Rushen High School (CRHS) on 25 April 2025.", "The disclosed records include a timeline of the evacuation and a follow-up email to staff regarding updated protocols.", "The outcome was classified as 'Some information sent but not all held'.", "The response included 17 pages across 3 documents." ], "data_mentioned": [ "2024/25 academic year", "September 2024", "July 2025", "25 April 2025", "10:09", "10:10", "10:13", "10:19", "10:25", "10:29", "10:31", "28 April 2025", "17 pages", "3 documents", "4967798" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "", "" ], "rows": [ [ "25 April 2025 11:00", "", "" ], [ "DESC, Admin", "", "" ], [ "", "", "" ], [ "Fire Evacuation- CRHS- Friday 25th April 2025", "", "" ], [ "Fire Evacuation CRHS- 25-04-25.docx", "", "" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "", "", "Hr", "Min", "Sec" ], "rows": [ [ "1", "Alarm sounded", "10", "09", "" ], [ "2", "Emergency services contacted by DFO", "10", "10", "" ], [ "3", "All out", "10", "13", "" ], [ "4", "Role completed", "10", "19", "" ], [ "5", "Emergency Services arrive", "10", "25", "" ], [ "6", "All clear given (Headteacher)", "10", "29", "" ], [ "7", "Returned to the building", "10", "31", "" ] ], "row_count": 7, "col_count": 5 }, { "headers": [ "Person responsible", "Role\ncomplete", "Time", "Missing Staff", "Missing Students" ], "rows": [ [ "Year 13", "✓", "10:17", "", "" ], [ "Year 12", "✓", "10:17", "", "" ], [ "Year 11", "✓", "10:19", "", "" ], [ "Year 10", "✓", "10:19", "", "" ], [ "Year 9", "✓", "10:17", "", "(Later registered)" ], [ "Year 8", "✓", "10:18", "", "Found with SESO" ], [ "Year 7", "✓", "10:18", "", "" ], [ "", "✓", "10:16", "", "" ], [ "", "✓", "10:15", "", "" ], [ "", "✓", "10:15", "", "" ], [ "", "✓", "__", "", "" ], [ "", "✓", "10:16", "", "" ], [ "", "✓", "10:16", "", "" ], [ "", "✓", "10:16", "", "" ], [ "", "✓", "10:15", "", "" ], [ "", "✓", "10:15", "", "" ], [ "", "✓", "10:18", "", "" ] ], "row_count": 17, "col_count": 5 }, { "headers": [ "", "", "" ], "rows": [ [ "28 April 2025 17:02", "", "" ], [ "CRHS All Staff", "", "" ], [ "", "", "" ], [ "Fire Evacuation protocals- Please ignore previous one due to error", "", "" ], [ "Fire Evacuation- Roles- Updated 28-04-25.pdf", "", "" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "", "", "" ], "rows": [ [ "26 May 2025 11:33", "", "" ], [ "CRHS All Staff", "", "" ], [ "", "", "" ], [ "Evacuation & Invacuation procedures", "", "" ], [ "CRHS Invacuation Procedure.pdf", "", "" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "", "", "" ], "rows": [ [ "25 June 2025 20:21", "", "" ], [ "DESC, Admin", "", "" ], [ "", "", "" ], [ "Fire Evacuation- CRHS- Wednesday 25th June 2025", "", "" ], [ "Fire Evacuation CRHS-25-06-25.pdf", "", "" ] ], "row_count": 5, "col_count": 3 }, { "headers": [ "", "", "Hr", "Min", "Sec" ], "rows": [ [ "1", "Alarm sounded", "08", "54", "00" ], [ "2", "Emergency services contacted by DFO", "08", "54", "00" ], [ "3", "All out", "08", "59", "00" ], [ "4", "Role completed", "-", "-", "" ], [ "5", "Emergency Services arrive", "09", "10", "00" ], [ "6", "All clear given (Headteacher)", "09", "16", "00" ], [ "7", "Returned to the building", "09", "19", "00" ] ], "row_count": 7, "col_count": 5 }, { "headers": [ "Person responsible", "Role\ncomplete", "Time", "Missing Staff", "Missing Students" ], "rows": [ [ "Year 13", "Due to the fire evacuation being before the first registration point, a role call could not be taken as\nwe had no formal registration in order to check this against.\nMany students were arriving to school as the fire alarm sounded.\nOnce the fire evacuation was complete, students were registered in their period 1 lessons.\nSweepers checked the building to ensure that all areas were clear of staff and students.", "", "", "" ], [ "Year 12", "", "", "", "" ], [ "Year 11", "", "", "", "" ], [ "Year 10", "", "", "", "" ], [ "Year 9", "", "", "", "" ], [ "Year 8", "", "", "", "" ], [ "Year 7", "", "", "", "" ], [ "", "✔", "09:03", "", "" ], [ "", "✔", "09:02", "", "" ], [ "", "✔", "08:59", "", "" ], [ "", "✔", "09:02", "", "" ], [ "", "✔", "09:02", "", "" ], [ "", "✔", "09:00", "", "" ], [ "", "✔", "09:00", "", "" ], [ "", "✔", "09:00", "", "" ], [ "", "✔", "09:03", "", "" ], [ "", "✔", "09:04", "", "" ] ], "row_count": 17, "col_count": 5 } ] }, { "case_id": 4978924, "title": "Primary schools - Teaching assistant to class size rules", "authority": "Department of Education, Sport and Culture", "date_received": "2025-10-06", "outcome": "Some information sent but not all held", "summary": "The requester asked for Isle of Man government policy on primary school class sizes and teaching assistant support, along with specific Year 2 teacher and teaching assistant to pupil ratios for all schools. The Department of Education disclosed that staffing is managed by individual head teachers under the Education Act 2001 and provided a detailed breakdown of ratios for each school, noting that some classes have no teaching assistants.", "key_facts": [ "Head teachers control internal organization and staff management under Article 4(1) of the Articles of Government made under the Education Act 2001.", "There is significant variation in teaching assistant support across Year 2 classes, with some schools having zero assistants.", "The response explicitly excluded additional needs assistants from the teaching assistant counts as requested.", "Some schools operate mixed-age classes (e.g., Reception, Y1, and Y2 combined), affecting the specific Year 2 pupil counts.", "Teaching assistant allocations are often part-time (FTE), such as 0.25 or 0.5, rather than full-time positions." ], "data_mentioned": [ "2025-10-06", "2025-10-16", "4978924", "14:1", "29", "31", "27", "14", "22", "21", "19", "25", "56", "33", "24", "32", "52", "13", "23", "20", "0.5 FTE", "0.25 FTE", "0.6 FTE", "1.5", "0.9" ], "exemptions_cited": [], "tables": [ { "headers": [ "School Name: Year 2 Class\nstructure", "Number of Pupils", "Number of\nTeachers", "", "Number of Teaching", "" ], "rows": [ [ "", "", "", "", "Assistants (not including", "" ], [ "", "", "", "", "additional needs", "" ], [ "", "", "", "", "assistants)", "" ], [ "Anagh Coar School – mixed Y1 & Y2\nclass", "29 (x12 Y2 pupils)", "1", "0", "", "" ], [ "Andreas - single Y2 class", "14", "1", "0.5 FTE", "", "" ], [ "Arbory School – single Y2 class", "31", "1", "0.25 FTE", "", "" ], [ "Ashley Hill School – single Y2 class", "27", "1", "0.6 FTE (1 person for 3\ndays)", "", "" ], [ "Ballacottier School – single Y2 class", "14", "1", "0", "", "" ], [ "Ballasalla School – mixed Y2 & Y3\nclass", "22 (x14 Y2 pupils)", "1", "0", "", "" ], [ "Ballaugh School – mixed Reception,\nY1 & Y2 class", "21 (x1 Reception,\nx15 Y1, x6 Y2\npupils)", "1", "1", "", "" ], [ "Braddan School – single Y2 class", "19 (joined by x11\nY1 pupils in the pm)", "1", "1 (x2 mornings per week)\n1 (5 afternoons per week)", "", "" ], [ "Bunscoill Ghaelgagh – mixed Y1 & Y2\nclass", "25 (x13 Y2 pupils)", "1", "0.5 FTE", "", "" ], [ "Bunscoill Rhumsaa – x3 Y2 classes", "56", "3", "0.4 FTE", "", "" ], [ "Cronk y Berry School – single Y2 class", "33", "1.5", "1", "", "" ], [ "Dhoon School – mixed Y1 & Y2 class", "24 (x11 Y2 pupils)", "1", "0.5 FTE", "", "" ], [ "Foxdale School – mixed Reception, Y1\n& Y2 class", "32 (x9 Y2 pupils)", "2", "1", "", "" ], [ "Henry Bloom Noble Primary School –\nx2 Y2 classes", "52", "2", "0", "", "" ], [ "Jurby - mixed Reception, Y1 and Y2\nclass", "13 (x2 Y2 pupils)", "1", "1", "", "" ], [ "Kewaigue School – mixed Y2 & Y3\nclass", "23 (x13 Y2 pupils)", "1", "0", "", "" ], [ "Laxey School – single Y2 class", "32", "1", "1", "", "" ] ], "row_count": 20, "col_count": 6 }, { "headers": [ "Manor Park School – mixed\nReception, Y1 & Y2 class", "20 (x12 Y2 pupils)", "1", "1" ], "rows": [ [ "Marown School – single Y2 class", "22", "1", "0.9 FTE" ], [ "Michael School – mixed Y2 & Y3 class", "17 (x6 Y2 pupils)", "1", "0" ], [ "Onchan School – x2 Y2 classes", "46", "2", "1.2 FTE" ], [ "Peel Clothworkers’ School – x3 Y2\nclasses", "59", "2 (full time)\n2 (part time)", "0" ], [ "Rushen Primary School – single Y2\nclass", "23", "1", "1" ], [ "Scoill Phurt le Moirrey – single Y2\nclass", "22", "1", "1" ], [ "Scoill Vallajeelt – single Y2 class", "15", "1", "0" ], [ "Scoill yn Jubilee – x2 Y2 classes", "36", "2", "1" ], [ "St Johns – mixed Y1 & Y2 class", "21 (x9 Y1 pupils)", "1", "1 (mornings only)" ], [ "St Mary’s Roman Catholic School – x2\nY2 classes", "53", "2", "0" ], [ "St Thomas’ Church of England School\n– mixed Y2 & Y3 class", "22 (x10 Y2 pupils)", "1", "0" ], [ "Sulby School – single Y2 class", "20", "1", "0" ], [ "Victoria Road – single Y2 class", "16", "1", "0" ], [ "Willaston – single Y2 class", "18", "1", "1" ] ], "row_count": 14, "col_count": 4 } ] }, { "case_id": 5015405, "title": "IOM Secondary Schools' Teacher Sickness Absence 2024-25 Academic Year", "authority": "Department of Education, Sport and Culture", "date_received": "2025-10-20", "outcome": "Some information sent but not all held", "summary": "A request for 2024-25 teacher sickness absence data across Isle of Man secondary schools was partially fulfilled, with statistical metrics provided for five schools but specific evaluation reports withheld.", "key_facts": [ "The Department of Education, Sport and Culture provided sickness absence statistics for five secondary schools for the 2024-25 academic year.", "Ballakermeen High School recorded the highest total days lost (1307) and the highest percentage of teachers with absence (78.95%).", "Castle Rushen High School had the lowest average days lost per teacher (2.47) among the schools listed.", "The authority refused to provide specific evaluation reports or analysis produced by schools for their Governing Bodies.", "The refusal for reports was based on the information not being held or found after reasonable steps." ], "data_mentioned": [ "1307.00", "589.50", "702.50", "541.50", "727.25", "78.95%", "72.22%", "65.22%", "71.43%", "73.74%", "90", "73", "52", "50", "45", "10.98", "6.99", "7.86", "7.32", "9.62", "8.83", "7.67", "3.78", "3.77", "3.32", "2.47", "2024-25", "01/09/2024", "31/08/2025", "2025-10-20", "2025-11-14" ], "exemptions_cited": [ "Section 11(3)a of the Act (Information not held or cannot be found after reasonable steps)" ], "tables": [ { "headers": [ "School", "Total Days\nlost from\n01/09/2024-\n31/08/2025" ], "rows": [ [ "Ballakermeen High\nSchool", "1307.00" ], [ "Castle Rushen High\nSchool", "589.50" ], [ "Queen Elizabeth II\nHigh School", "702.50" ], [ "Ramsey Grammar\nSchool", "541.50" ], [ "St Ninian's High\nSchool", "727.25" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "School", "% of Teachers with\nAbsence" ], "rows": [ [ "Ballakermeen High\nSchool", "78.95%" ], [ "Castle Rushen High\nSchool", "72.22%" ], [ "Queen Elizabeth II\nHigh School", "65.22%" ], [ "Ramsey Grammar\nSchool", "71.43%" ], [ "St Ninian's High\nSchool", "73.74%" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "School", "Teachers\nwith\nAbsence" ], "rows": [ [ "Ballakermeen High\nSchool", "90" ], [ "St Ninian's High\nSchool", "73" ], [ "Castle Rushen High\nSchool", "52" ], [ "Ramsey Grammar\nSchool", "50" ], [ "Queen Elizabeth II\nHigh School", "45" ] ], "row_count": 5, "col_count": 2 }, { "headers": [ "School", "Average Days per Teacher" ], "rows": [ [ "Ballakermeen High School", "10.98" ], [ "St Ninian's High School", "6.99" ], [ "Castle Rushen High\nSchool", "7.86" ], [ "Ramsey Grammar School", "7.32" ], [ "Queen Elizabeth II High\nSchool", "9.62" ], [ "Overall Average", "8.83" ] ], "row_count": 6, "col_count": 2 }, { "headers": [ "School", "Average Days lost" ], "rows": [ [ "Queen Elizabeth II High\nSchool", "7.67" ], [ "St Ninian's High School", "3.78" ], [ "Ballakermeen High School", "3.77" ], [ "Ramsey Grammar School", "3.32" ], [ "Castle Rushen High\nSchool", "2.47" ] ], "row_count": 5, "col_count": 2 } ] }, { "case_id": 5021673, "title": "School dinner- cancellations", "authority": "Department of Education, Sport and Culture", "date_received": "2025-10-21", "outcome": "All information sent", "summary": "The request sought data on the number of children on school dinners at three primary schools comparing the start of the year to the end of the first half term. The Department of Education disclosed ParentPay figures showing a decrease in recorded meals for all three schools, while noting that data accuracy is affected by varying school policies and unrecorded meals.", "key_facts": [ "Data was provided for Ashley Hill, Laxey, and Onchan schools based on ParentPay records.", "All three schools showed a decrease in recorded school dinners between 3 September and 21 October.", "The response highlighted that daily lunch numbers fluctuate due to individual school change notice policies.", "Not all school meals are logged on ParentPay, including those for late arrivals or students without accounts.", "The authority is currently working to improve the accuracy of school meal data reporting." ], "data_mentioned": [ "3 September", "21 October", "Ashley Hill: 123 (start), 101 (end), 22 (difference)", "Laxey: 78 (start), 47 (end), 31 (difference)", "Onchan: 160 (start), 139 (end), 21 (difference)", "Case ID: 5021673", "Freedom of Information Act 2015" ], "exemptions_cited": [], "tables": [ { "headers": [ "", "3 September", "21 October", "Difference" ], "rows": [ [ "Ashley Hill", "123", "101", "22" ], [ "Laxey", "78", "47", "31" ], [ "Onchan", "160", "139", "21" ] ], "row_count": 3, "col_count": 4 } ] }, { "case_id": 5024161, "title": "Request for information regarding the use of supply teachers", "authority": "Department of Education, Sport and Culture", "date_received": "2025-10-22", "outcome": "Some information sent but not all held", "summary": "The requester asked for the number of lessons delivered by supply teachers in Isle of Man secondary schools for the 2023/2024 and 2024/2025 academic years, offering to accept raw data if compilation was too substantial. The Department of Education, Sport and Culture responded that some information was sent but not all was held, citing the substantial effort required to collate the data.", "key_facts": [ "The request covers supply teacher lesson counts for all secondary schools on the Isle of Man.", "The timeframe requested is the academic years 2023/2024 and 2024/2025.", "The Department previously refused a similar request (Ref. 4995706) due to the substantial compilation required.", "The requester offered to accept raw data to avoid the need for Departmental analysis.", "The final outcome was that some information was provided, but not all held information could be supplied." ], "data_mentioned": [ "2023/2024", "2024/2025", "22 October 2025", "18 November 2025", "Ref. 4995706", "Ref. 5024161", "3 pages", "1 document" ], "exemptions_cited": [ "Section 8(3) of the Freedom of Information Act 2015 (substantial compilation or collation)", "Section 11 of the Freedom of Information Act 2015 (practical refusal reason)" ], "tables": [ { "headers": [ "School", "Academic Year", "Lessons Covered / Details" ], "rows": [ [ "Ramsey Grammar School", "2023/2024", "1037 lessons were covered for various reasons by supply teachers." ], [ "Ramsey Grammar School", "2024/2025", "2112 lessons were covered. 701 of those lessons were specialist long term supply covering staff absences that the school could not recruit for until the start of September due to teacher resignation dates." ], [ "Castle Rushen High School", "2023/2024", "October 2023 – December 2023: 647 lessons covered by Supply Teachers. 8th January – 30th April 2024: 663 lessons covered by Supply Teachers. May 2024 – July 2024: Not Held." ], [ "Castle Rushen High School", "2024/2025", "A total of 4239 lessons had to be covered." ], [ "St Ninians High School", "2023/2024 & 2024/2025", "Information not provided. Complying would require substantial compilation or collation of information. The school does not ordinarily collect this data." ], [ "Ballakermeen High School", "2023/2024 & 2024/2025", "Information not provided. The public authority does not hold or cannot find the information. Collating held information would require substantial compilation." ], [ "Queen Elizabeth II High School", "2023/2024 & 2024/2025", "Information not provided. The public authority does not hold the data for these academic years." ] ], "row_count": 7, "col_count": 3 } ] }, { "case_id": 5054073, "title": "University destination data", "authority": "Department of Education, Sport and Culture", "date_received": "2025-11-03", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture responded to a request for data on Manx students studying at universities outside the Isle of Man, disclosing a detailed breakdown of institutions, courses, and study years.", "key_facts": [ "The request was received on 3 November 2025 and the outcome was determined on 12 November 2025.", "All requested information was sent to the applicant.", "The response included 29 pages across 2 documents.", "Data covers students at various institutions including Aberystwyth University, Oxford, and Birmingham Conservatoire.", "The information details specific courses, year of study, and course length for each student." ], "data_mentioned": [ "2025-11-03", "2025-11-12", "5054073", "29", "2", "2025/26" ], "exemptions_cited": [], "tables": [ { "headers": [ "Institution Year of Study Course length Course Type" ], "rows": [ [ "Aberystwyth University 3 3 Earth marine and environmental sciences" ], [ "Aberystwyth University 3 3 English language and literature" ], [ "Aberystwyth University 1 3 History" ] ], "row_count": 3, "col_count": 1 } ] }, { "case_id": 5082050, "title": "Home-schooling", "authority": "Department of Education, Sport and Culture", "date_received": "2025-11-13", "outcome": "Some information sent but part exempt", "summary": "The request sought home-schooling statistics for the past 10 years and details on safeguarding measures following the Sara Sharif review. The authority provided data from 2018 onwards, citing record retention limits for earlier years and Section 20 exemptions for data already publicly available, while outlining proposed legislative changes to improve safeguarding.", "key_facts": [ "Home-schooling records prior to 2018 are not held due to a 6-year retention period.", "The number of home-schooled pupils rose from 47 in 2018-2019 to 244 in 2025-2026.", "The Education (Amendment) Bill proposes sharing the home school register with the Department of Health and Social Care.", "New legislation will require parents to update the Department annually on their children's educational arrangements.", "The Bill aims to prevent the removal of children from school rolls during active safeguarding enquiries." ], "data_mentioned": [ "2015-2025", "2018-2019 = 47", "2019-2020 = 57", "2020-2021 = 82", "2021-2022 = 100", "2022-2023 = 130", "2023-2024 = 173", "2024-2025 = 236", "2025-2026 = 244", "16th December 2025", "Case ID: 3929345", "Case ID: 5082050" ], "exemptions_cited": [ "Information not held (prior to 2018)", "Section 20 (Information accessible to applicant by other means)" ], "tables": [ { "headers": [ "Academic Year", "Total Pupils Home Schooled (Beginning of Year)" ], "rows": [ [ "2018-2019", "47" ], [ "2019-2020", "57" ], [ "2020-2021", "82" ], [ "2021-2022", "100" ], [ "2022-2023", "130" ], [ "2023-2024", "173" ], [ "2024-2025", "236" ], [ "2025-2026", "244" ] ], "row_count": 8, "col_count": 2 }, { "headers": [ "Academic Year", "Registrations Received" ], "rows": [ [ "2024 – 2025", "66" ], [ "2025 – 2026", "29" ] ], "row_count": 2, "col_count": 2 } ] }, { "case_id": 5086921, "title": "Level 2&3 External Examination Attainment Metrics 24-25 Academic Year", "authority": "Department of Education, Sport and Culture", "date_received": "2025-11-14", "outcome": "All information sent", "summary": "", "key_facts": [], "data_mentioned": [], "exemptions_cited": [], "tables": [ { "headers": [ "", "EAL", "SEN", "FSM", "Girls", "Boys" ], "rows": [ [ "5A*-C", "73.5%", "46.2%", "63.3%", "76.6%", "76.4%" ], [ "5A*-C EM", "61.85", "43.6%", "50%", "68.5%", "67.9%" ], [ "Total\nnumber in\ngroup", "34", "39", "30", "111", "106" ] ], "row_count": 3, "col_count": 6 }, { "headers": [ "", "Number", "5+", "5+ incl\nEM", "% 5+", "%5+ EM" ], "rows": [ [ "Whole cohort", "144", "94", "86", "65.3%", "59.7%" ], [ "Male", "70", "41", "38", "58.6%", "54.3%" ], [ "Female", "74", "53", "48", "71.6%", "64.9%" ], [ "FSM*", "17", "6", "4", "35.3%", "23.5%" ], [ "SEN**", "17", "6", "5", "35.3%", "29.4%" ] ], "row_count": 5, "col_count": 6 }, { "headers": [ "Total No\nin\ncategory", "", "Num 5 L2\npasses", "%5 L2\npasses", "Num 5A*-C\ninc En&Ma", "% 5A*-C\ninc En&Ma" ], "rows": [ [ "204", "Total", "123", "60.3%", "112", "54.9%" ], [ "112", "M", "70", "62.5%", "62", "55.4%" ], [ "92", "F", "53", "57.6%", "50", "54.3%" ], [ "32", "SEN", "8", "25.0%", "5", "15.6%" ], [ "27", "FSM", "16", "59.3%", "14", "51.9%" ] ], "row_count": 5, "col_count": 6 } ] }, { "case_id": 5099765, "title": "Secondary School Deployment of Cover Supervisors (KS4: 2024-25)", "authority": "Department of Education, Sport and Culture", "date_received": "2025-11-19", "outcome": "Some information sent but not all held", "summary": "The request sought detailed statistics on Cover Supervisor deployment and policies for Isle of Man secondary schools for the 2024-25 academic year. The Department of Education provided partial data for Castle Rushen and Ramsey Grammar schools, while other schools cited lack of data or excessive workload to withhold information, and confirmed no central policy exists.", "key_facts": [ "No central policy exists for the use and deployment of Cover Supervisors across secondary schools.", "Ramsey Grammar School employed 3 Cover Supervisors and provided detailed lesson coverage statistics by subject for Years 10 and 11.", "Castle Rushen High School employed 7 Cover Supervisors and reported 470 Year 10 and 269 Year 11 lessons covered.", "Ballakermeen High School had up to 8 full-time and 4 part-time Cover Supervisors, though specific lesson data was not held.", "St Ninians High School and QEII refused to provide specific data due to the substantial compilation required or lack of data collection." ], "data_mentioned": [ "2024-25", "8 Full time cover supervisors", "4 part time Cover Supervisors", "7 cover supervisors", "470 Y10 lessons", "269 Y11 lessons", "3 Cover Supervisors", "251 lessons (Year 10 Ramsey)", "188.8 hours (Year 10 Ramsey)", "151 lessons (Year 11 Ramsey)", "124.6 hours (Year 11 Ramsey)", "5099765", "2025-11-19", "2025-12-16" ], "exemptions_cited": [ "Information not held or cannot be found after reasonable steps", "Substantial compilation or collation of information required (excessive cost/workload)" ], "tables": [ { "headers": [ "", "Year 10", "", "Year 11", "" ], "rows": [ [ "", "Number of\nlessons\ncovered", "Total in\nhours", "Number\nof\nlessons\ncovered", "Total in\nhours" ], [ "English", "68", "56.6", "49", "40.2" ], [ "Maths", "12", "9.9", "14", "11.6" ], [ "Science", "32", "26.6", "28", "23.3" ], [ "Drama", "4", "3.3", "1", "0.8" ], [ "Music", "3", "2.5", "8", "6.6" ], [ "Global\nPerspectives", "0", "0", "1", "0.8" ], [ "Global French", "0", "0", "0", "0" ], [ "Business Studies", "3", "2.5", "0", "0" ], [ "Rural Science", "15", "12.5", "5", "4.1" ], [ "PE", "9", "7.5", "1", "0.8" ], [ "Practical Cookery", "53", "44.1", "23", "19.1" ], [ "Product Design", "3", "2.5", "2", "1.6" ], [ "Spanish", "3", "2.5", "2", "1.6" ], [ "French", "3", "2.5", "3", "2.5" ], [ "RMPS", "3", "2.5", "3", "2.5" ], [ "Media Studies", "3", "2.5", "0", "0" ], [ "Computer Science", "6", "5", "0", "0" ], [ "History", "7", "5.8", "5", "4.1" ], [ "Geography", "11", "0", "3", "2.5" ], [ "Art", "13", "0", "3", "2.5" ], [ "Totals", "251", "188.8", "151", "124.6" ] ], "row_count": 22, "col_count": 5 } ] }, { "case_id": 5133813, "title": "Willaston pupils with additional needs", "authority": "Department of Education, Sport and Culture", "date_received": "2025-12-02", "outcome": "All information sent", "summary": "A Freedom of Information request was made to the Department of Education, Sport and Culture regarding pupil statistics at Willaston Primary School, specifically focusing on additional needs, transfers, and catchment area status. The authority disclosed all requested information, providing specific counts for pupils with additional needs, recent transfers, reasons for moving, and approved out-of-catchment requests.", "key_facts": [ "60 pupils registered at Willaston Primary School have additional educational needs.", "14 pupils moved from other primary schools during the 2024/25 and start of 2025/26 school years.", "Of the transferring pupils, 8 moved into the catchment area and 6 moved for other reasons.", "5 out-of-catchment requests were approved for the 2024/25 academic year.", "3 out-of-catchment requests were approved for the start of the 2025/26 academic year." ], "data_mentioned": [ "60", "14", "8", "6", "5", "3", "2024/25", "2025/26", "2023/24", "2 December 2025", "18 December 2025", "5133813" ], "exemptions_cited": [], "tables": [ { "headers": [ "Question", "Answer" ], "rows": [ [ "How many pupils registered at, and attending, Willaston primary school have additional educational needs?", "60 pupils" ], [ "How many pupils have moved from other primary schools during the last two school years?", "14 pupils" ], [ "How many have moved because they a) moved into the catchment area or b) for other reasons?", "Moved into the catchment area = 8 Other reasons = 6" ], [ "How many out of catchment requests were approved for Willaston school for 2024/25 and the start of 2025/26?", "2024/25 = 5 2025/26 = 3" ] ], "row_count": 4, "col_count": 2 } ] }, { "case_id": 5198652, "title": "Meals", "authority": "Department of Education, Sport and Culture", "date_received": "2025-12-30", "outcome": "All information sent", "summary": "The Department of Education, Sport and Culture provided approximate data on school meal and packed lunch choices for primary schools in November and December 2025. The response included a detailed table of figures while noting that packed lunch numbers are estimates due to varying recording methods across schools.", "key_facts": [ "The data covers primary school meals for the start of November and December 2025.", "Packed lunch figures are approximate because schools use different methods to record them.", "School meal numbers fluctuate due to absences, holidays, weather, and seasonal events.", "Some lunches may not be recorded on ParentPay if students lack an account or funds.", "The response included a table listing meal counts for 32 specific primary schools." ], "data_mentioned": [ "3rd November 2025", "1st December 2025", "194 school lunches at Peel Clothworkers (Nov)", "163 packed lunches at Onchan (Nov)", "159 packed lunches at Bunscoill Rhumsaa – Ree Gorree (Dec)", "178 school lunches at Henry Bloom Noble (Nov)", "12 packed lunches at Jurby (Nov)", "6 packed lunches at St. Thomas's C of E (Nov)" ], "exemptions_cited": [], "tables": [ { "headers": [ "Primary Schools", "3rd November 2025", "", "1st December 2025", "" ], "rows": [ [ "", "School Lunch", "Packed Lunch", "School Lunch", "Packed Lunch" ], [ "Anagh Coar", "45", "47", "42", "47" ], [ "Andreas", "29", "33 (possible\nclass\nunrecorded &\nhigh sickness)", "27", "50" ], [ "Arbory", "75", "75", "72", "85" ], [ "Ashley Hill", "104", "109", "102", "106" ], [ "Ballacottier", "64", "103", "70", "103" ], [ "Ballasalla", "72", "76", "63", "81" ], [ "Ballaugh", "26", "25", "20", "27" ], [ "Braddan", "56", "48", "48", "43" ], [ "Bunscoill Rhumsaa –\nAuldyn Infants", "90", "61", "84", "63" ], [ "Bunscoill Rhumsaa –\nRee Gorree", "92", "142", "88", "159" ], [ "Cronk y Berry", "125", "142", "111", "152" ], [ "Dhoon", "33", "32", "27", "29" ], [ "Foxdale", "39", "33", "39", "37" ], [ "Henry Bloom Noble", "178", "163", "172", "143" ], [ "Jurby", "30", "12", "29", "15" ], [ "Kewaigue", "51", "44", "47", "48" ], [ "Laxey", "47", "123", "52", "115" ], [ "Manor Park", "29", "32", "32", "38" ], [ "Marown", "75", "70", "74", "69" ], [ "Michael", "30", "44", "22", "48" ], [ "Onchan", "133", "162", "127", "163" ], [ "Peel Clothworkers", "194", "136", "182", "150" ], [ "Rushen", "105", "92", "98", "91" ], [ "Scoill Phurt Le Moirrey", "69", "78", "68", "70" ], [ "Scoill Vallajeelt", "48", "89", "52", "98" ], [ "Scoill yn Jubilee –\nBallaquayle Infants", "54", "47", "57", "55" ], [ "Scoill yn Jubilee –\nMurrays Road Juniors", "81", "85", "86", "83" ], [ "St. John’s", "45", "50", "46", "50" ], [ "St. Mary’s RC", "163", "95", "164", "107" ], [ "St. Thomas’s C of E", "29", "6", "29", "5" ], [ "Sulby", "70", "43", "79", "41" ], [ "Victoria Road", "69", "87", "66", "90" ], [ "Willaston", "60", "48", "59", "53" ] ], "row_count": 34, "col_count": 5 } ] }, { "case_id": 5252233, "title": "Year 6 Maths Lesson Planning - Selected Primary Schools", "authority": "Department of Education, Sport and Culture", "date_received": "2026-01-23", "outcome": "Some information sent but part exempt", "summary": "The request sought Year 6 maths lesson planning documents for four specific Isle of Man primary schools for the week commencing 19 January 2026. The Department of Education, Sport and Culture responded with a comprehensive term-by-term curriculum plan and sample worksheets, noting that some information was exempt.", "key_facts": [ "The request covered schools: Arbory, Laxey, Victoria Road, and Willaston.", "The response included a full academic year curriculum plan divided into Autumn, Spring, and Summer terms.", "Sample worksheets provided were sourced from White Rose Education (2024).", "The outcome was classified as 'Some information sent but part exempt'.", "The response contained 37 pages across 4 documents." ], "data_mentioned": [ "2026-01-23", "2026-02-19", "19th January 2026", "29th January", "37", "4", "5252233", "2024", "18 1/6 cm2", "5 2/3 cm2" ], "exemptions_cited": [], "tables": [ { "headers": [ "Year 6 | Autumn term | Block 3 – Fractions A" ], "rows": [ [ "Small steps" ], [ "Step 1 Equivalent fractions and simplifying\nStep 2 Equivalent fractions on a number line\nStep 3 Compare and order (denominator)\nStep 4 Compare and order (numerator)\nStep 5 Add and subtract simple fractions\nStep 6 Add and subtract any two fractions\nStep 7 Add mixed numbers\nStep 8 Subtract mixed numbers" ], [ "© White Rose Education 2022" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "Year 6 | Autumn term | Block 3 – Fractions A" ], "rows": [ [ "Small steps" ], [ "Step 9 Multi-step problems" ], [ "© White Rose Education 2022" ] ], "row_count": 3, "col_count": 1 }, { "headers": [ "B", "G", "G", "W", "G" ], "rows": [ [ "", "W", "W", "W", "B" ], [ "O", "", "", "", "" ], [ "B", "", "", "", "" ] ], "row_count": 3, "col_count": 5 }, { "headers": [ "1\n2\n4", "8", "1\n2", "7\n= 3\n8" ], "rows": [ [ "1", "", "", "" ], [ "1\n3\n12", "", "", "" ], [ "1\n= 5\n2", "", "", "" ] ], "row_count": 3, "col_count": 4 } ] }, { "case_id": 5265029, "title": "Suspension Rates", "authority": "Department of Education, Sport and Culture", "date_received": "2026-01-29", "outcome": "All information sent", "summary": "A request was made for suspension statistics across Isle of Man state secondary schools for academic years 2022-23 through 2025-26, including counts of suspensions, pupils affected, and days lost. The Department of Education, Sport and Culture disclosed all requested information, providing a detailed breakdown of suspension sessions for Ballakermeen High School for the 2024-25 academic year.", "key_facts": [ "The request covered suspension data for four academic years: 2022-23, 2023-24, 2024-25, and 2025-26.", "The authority responded with the outcome 'All information sent' on 2026-02-26.", "The provided data specifically details suspension sessions for Ballakermeen High School between 02 Sep 2024 and 25 Jul 2025.", "The response included 22 pages across 3 documents.", "The data lists individual suspension instances with corresponding session counts, such as one instance of 11 suspensions resulting in 44 sessions." ], "data_mentioned": [ "2026-01-29", "2026-02-26", "22 pages", "3 documents", "02 Sep 2024", "25 Jul 2025", "11 suspensions", "44 sessions", "9 suspensions", "30 sessions", "10 suspensions", "38 sessions" ], "exemptions_cited": [], "tables": [ { "headers": [ "School", "2024-25\n(02/09/24 – 25/07/25)", "2025-26 (As of\n04/2/2026)" ], "rows": [ [ "Ballakermeen High School", "473", "165" ], [ "Castle Rushen High School", "194", "50" ], [ "QEII", "98", "30" ], [ "Ramsey Grammar School", "220", "60" ], [ "St Ninians High School", "353", "105" ] ], "row_count": 5, "col_count": 3 } ] }, { "case_id": 5280730, "title": "School suspension & neurodivergent students", "authority": "Department of Education, Sport and Culture", "date_received": "2026-02-04", "outcome": "All information sent", "summary": "A request was made to the Department of Education, Sport and Culture for data on school suspensions and neurodivergent students in the Isle of Man over the last three academic years. The authority responded by providing a detailed list of suspension counts and session durations for individual students at Ballakermeen, Castle Rushen, and Queen Elizabeth II High Schools.", "key_facts": [ "The request covered suspension data for primary and secondary schools in the Isle of Man for the last three academic years.", "The response included specific suspension records for Ballakermeen High School, Castle Rushen High School, and Queen Elizabeth II High School.", "Data provided includes the number of suspensions per student and the total sessions missed for each suspension instance.", "The response consisted of 66 pages across 7 documents.", "The outcome was classified as 'All information sent'." ], "data_mentioned": [ "2026-02-04", "2026-03-04", "66 pages", "7 documents", "Ballakermeen High School", "Castle Rushen High School", "Queen Elizabeth II High School", "13 suspensions", "48 sessions", "11 suspensions", "40 sessions", "12 suspensions", "44 sessions" ], "exemptions_cited": [], "tables": [ { "headers": [ "School Name", "Suspensions", "Total sessions for suspensions" ], "rows": [ [ "Ballakermeen High School", "2", "10" ], [ "Ballakermeen High School", "8", "50" ], [ "Ballakermeen High School", "5", "18" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "7", "52" ], [ "Ballakermeen High School", "2", "6" ], [ "Ballakermeen High School", "4", "18" ], [ "Ballakermeen High School", "2", "8" ], [ "Ballakermeen High School", "1", "2" ], [ "Ballakermeen High School", "3", "10" ], [ "Ballakermeen High School", "5", "18" ], [ "Ballakermeen High School", "3", "6" ], [ "Ballakermeen High School", "1", "2" ], [ "Ballakermeen High School", "6", "30" ], [ "Ballakermeen High School", "2", "8" ], [ "Ballakermeen High School", "1", "2" ], [ "Ballakermeen High School", "2", "8" ], [ "Ballakermeen High School", "1", "7" ], [ "Ballakermeen High School", "4", "8" ], [ "Ballakermeen High School", "3", "12" ], [ "Ballakermeen High School", "3", "10" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "7", "62" ], [ "Ballakermeen High School", "3", "14" ], [ "Ballakermeen High School", "4", "28" ], [ "Ballakermeen High School", "3", "10" ], [ "Ballakermeen High School", "3", "10" ], [ "Ballakermeen High School", "2", "6" ], [ "Ballakermeen High School", "4", "12" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "4", "10" ], [ "Ballakermeen High School", "8", "32" ], [ "Ballakermeen High School", "5", "30" ], [ "Ballakermeen High School", "3", "12" ], [ "Ballakermeen High School", "4", "20" ], [ "Ballakermeen High School", "5", "18" ], [ "Ballakermeen High School", "1", "2" ], [ "Ballakermeen High School", "9", "36" ] ], "row_count": 39, "col_count": 3 }, { "headers": [ "Ballakermeen High School", "2", "6" ], "rows": [ [ "Ballakermeen High School", "1", "10" ], [ "Ballakermeen High School", "9", "52" ], [ "Ballakermeen High School", "9", "26" ], [ "Ballakermeen High School", "1", "2" ], [ "Ballakermeen High School", "5", "20" ], [ "Ballakermeen High School", "3", "16" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "7", "22" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "6", "34" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "2", "12" ], [ "Ballakermeen High School", "6", "29" ], [ "Ballakermeen High School", "6", "16" ], [ "Ballakermeen High School", "6", "14" ], [ "Ballakermeen High School", "2", "6" ], [ "Ballakermeen High School", "2", "8" ], [ "Ballakermeen High School", "2", "8" ], [ "Ballakermeen High School", "2", "36" ], [ "Ballakermeen High School", "2", "10" ], [ "Ballakermeen High School", "3", "14" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "2", "8" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "9", "32" ], [ "Ballakermeen High School", "2", "6" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "3", "8" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "2", "8" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "13", "48" ], [ "Ballakermeen High School", "4", "14" ], [ "Ballakermeen High School", "2", "8" ], [ "Ballakermeen High School", "1", "2" ], [ "Ballakermeen High School", "1", "2" ], [ "Ballakermeen High School", "2", "18" ], [ "Ballakermeen High School", "4", "14" ], [ "Ballakermeen High School", "3", "9" ] ], "row_count": 43, "col_count": 3 }, { "headers": [ "Ballakermeen High School", "11", "40" ], "rows": [ [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "1", "4" ], [ "Ballakermeen High School", "3", "10" ], [ "Ballakermeen High School", "5", "18" ], [ 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